A Comparative Study On The Current Situation And Influencing Factors Of Scientific Literacy Of Primary Senior Students In China And New Zealand

The current comprehensive national strength of competition is the competition of science and technology,and one of the most intense competition is talent.Scientific literacy is an important part of citizens' comprehensive literacy,and elementary education is a critical period for cultivating students' scientific literacy.By reviewing the relevant literature and revising the “Elementary School Students' Scientific Literacy Questionnaire” compiled by the Ministry of Education's “Primary School Science Curriculum Standards” development group,this study samples a questionnaire survey of 218 Grade 5 and 6 students in two primary schools in Wuhan and 110 Grade 5 and 6 students in four primary schools in Dunedin,New Zealand to comprehend the scientific literacy and their influencing factors.This paper compares the differences of scientific literacy between Chinese and New Zealand students from the three dimensions of scientific inquiry,scientific attitude and scientific knowledge,and uses SPSS19.0 statistical software to carry out objective quantitative research based on the questionnaire results,combined with the summary od interviews of four science teachers in New Zealand.The paper analyzes the factors influencing the formation of scientific literacy in China and New Zealand from the factors of students' own factors,teachers' factors,school environment,family education and informal education.The survey founds that the level of scientific literacy of primary school students in Wuhan is higher than the level of scientific literacy in primary schools in New Zealand.Students in Wuhan master better than students in NZ in basic science knowledge,and have the basic scientific and moral feelings.But in terms of cooperation,the performance of students in Wuhan is weak.In the dimension of scientific inquiry method,the performance of New Zealand pupils is better than that of Wuhan primary school students,that is,the New Zealand students are more outstanding in terms of problem consciousness,practical ability,scientific method,scientific attitude and innovative spirit.In terms of the factors of the scientific literacy,the results are as follows: 1)The influencing factors of “Basic science knowledge” dimension of primary students in Wuhan: “individual education”> “family education”> “informal education”;The influencing factors of “Basic science knowledge” dimension of primary students in New Zealand: “Teacher Factors” > “School environment” > “student individual factors”.2)The influencing factors of “Emotional value attitudes” of students in Wuhan: “Teacher Factors” > “individual factors”> “Family Education”;The influencing factors of the “emotional value attitudes” of students in New Zealand: “Individual factors”> “Family Education”> “Informal Education”.3)The influencing Factors of “Scientific Inquiry Methods” of students in Wuhan: “Teacher Factors” > “Individuals Factors” > “Informal Education” >.The influencing Factors of “Scientific Inquiry Methods” of students in New Zealand: “Individuals Factors” > “Informal Education” > “Teacher Factors”.According to the research results,this paper puts forward the following countermeasures: Firstly,learn to integrate the tripartite resources(family,school,and social resources),contact with parents closely,and pay attention to informal education;Secondly,take advantage of science curriculum resources rationally,and rich science teaching channels;Thirdly,Strengthen the construction of scientific teachers,and enhance teachers self-cultivation and teaching skills;Lastly,pay attention to the cultivation of inquiry ability,and establish a correct view of science education.