Junior High School Science Teachers’ Literacy:Structure Analysis And Development Strategies

The key to curriculum reform of science in junior high school lies in science teachers, and their scientific literacy directly affects students’ scientific literacy target degrees. In order to solve the present problem-science teachers’ literacy in junior high school are far from the requirements to implement the curriculum of science. The researcher tries to construct a systematic structure under two different perspectives "science" and "education", to find out what junior high school science teachers’literacy are and why their literacy should be developed. Through investigating and analyzing the present situation of science teachers in Shenzhen junior high school, the researcher puts forward corresponding development strategies. The article is divided into four chaptersIn the first chapter, the purpose and significance of the research is illustrated on the basis of literature review and problem raising.This chapter also introduces the main research methods, and at the same time makes a clear definition of the science teachers’literacy in junior high school.Based on a literature research, scientific thinking and teaching practice of the curriculum of science, the second chapter of the article presents the systematic structure of science teachers’literacy in junior high school. How to operate the structure and other branch elements are also analyzed in detail.The third chapter of the article investigates and analyses the current situation of science teachers of junior high school students in Shenzhen through questionnaires and interviews. Overall, the four aspects of literacy:feeling, ideas, knowledge and ability are poor. Among these, ideas and abilities are the most unsatisfactory. The reasons relate both to personal will and efforts of teachers, and it’s also relevant to external environment, pre-service education, post-career training and so on. According to the research and result of investigation, the fourth chapter of the article brings forward the strategies to develop junior high school science teacher’s literacy. Teachers should not only conduct science teaching practice consciously, and at the same time they should also actively participate in professional teacher training. The development strategies that combine inner and outer elements are the effective way to improve junior high school science teacher’s literacy.