The Science Literacy Survey And Improving Strategies On Middle School Physics Teachers

The new round of basic education curriculum reform, which began in2001,clearly put forward its important goal, that is, to improve each students’ science literacy.Science for All Americans, Which is published in1989, edited by the AAAS’s in1990,said in its introduction: if the general public does not understand science, mathematicsand technology, lack the scientific ways of thinking, the potential of using science andtechnology to improve people’s life will not work. Citizens without scientific literacywill not own the prospects for a better life. To improve students’ scientific literacy, theteachers’ scientific literacy naturally cannot be too low. Then, how is the current state ofour teachers’ scientific literacy now? Only if the teachers’ scientific literacy is improvedcan improving the students’ this ability be guaranteed. Teachers are the key ways andcarriers to achieve the goals of this new round of basic education curriculum reform.The article is based on the survey of physic teachers’ current scientific literacy state inLongquanyi district, Chengdu. Throughing light on the ways and strategies ofimproving physics teachers’ scientific literacy level in high school. In this way, we canlay a good foundation for improving the effectiveness of physic teaching in high schooland promoting students’ ability in physic learning, and in the long run improvingstudents’ scientific literacy. This paper is divided into five parts. First, to clarify theconcept, content and the importance of science literacy, to understand the current surveyof high school physics teachers’ scientific literacy situation through the literature review,and then establish the necessity and the importance of this topic. Then design aquestionnaire, conduct investigation and statistical analysis of the data. To counter theproblems identified, I propose some strategies to improve the school physics teachers’science literacy. hey are as follows: strengthen learning and learn how to read；emphasison teachers’ science literacy improvement in their job training, and establish normalizedscientific literacy measurements；shift physics teaching methods, focusing on the use of social science issues in teaching activities；value the adverse effects of alienation formof science communication to the improvement of scientific literacy. The fourth part isan example of high school physics teaching content section, which illustrates how highschool physics teacher permeates the cultivating of students’ science literacy in theteaching, thereby improving the scientific literacy of students’ in specific educationalteaching activities. The last part of this paper points out the problems left behind.