A Grounded Theory Study Of A High School Chemistry Teacher How To Process The Scientific Literacy Contents Of Textbook

National scientific literacy level not only affects the development of national science and technology progress,but also related to the overall national development prospects.Therefore,to improve the scientific literacy of the nation is in order to handle the current international situational and the needs of national development.At the beginning of the new century,our country has promulgated the science curriculum standard,and the core idea is to improve the scientific literacy of students.This is also the core goal of science education reform in the new curriculum.The science education in middle school is very important to the development of students' scientific literacy.Chemistry is an important course of science education in middle school,so it is necessary for us to study it deeply.The content of scientific literacy is directly related to the development of students' Scientific Literacy,more importantly,teachers play a role in it.Therefore,it is necessary for us to understand how teachers process the content of scientific literacy in textbooks.Therefore,this study mainly solves two problems: one is how the teacher process the scientific literacy contents of textbooks,and the other is about influence factors.Processing the contents of teaching materials for teachers is a subjective behavior.In this paper,through a case study to analyse a high school chemistry teacher(named z)how to process the contents of scientific literacy in the textbook.Through the grounded theory to analyse the teacher's prepare textbook,classroom observation and interviewing,and then integrated the theoretical concept of treatment methods and influence factors.Finally,provide references and reflective suggestions for high school chemistry teachers how to process the contents of scientific literacy in the textbook.This research includes two main contents are as follows:One,according to three dimensions of scientific literacy in curriculum criterion which are "knowledge and skills","process and methods","emotion attitude and values",having a grounded data analysis.Then integrated the teacher Z' treatment methods concepts.Among them,“knowledge and skills” includes the principle priority,practice in time,stratified teaching,adjust the order and disperse the difficulties;"process and methods" includes process leading,problem exploring,analogy;"emotional attitude and values" includes emotional edification,resource development.problem and technology' solve.The other one is after grounded analysis,integrated the influence factors of treatment methods.The study found that,the unstanding of scientific literacy,students' level,teaching experience,peers,curriculum objectives are both main factors.Using grounded theory for this paper' method is an innovation of research.Through the comprehensive analysis techniques and procedures,the analysis results as a theoretical concept form from the data.Because the concept derived entirely from the data,so that is more "reality" than the subjective experience.