Investigation And Analysis Of The Scientific Literacy Of Rural Pupils

In the present world,the competition among countries is the competition of science and technology,and the competition of human scientific literacy.As a country’s potential human resources,the primary school students’ scientific literacy will directly determine the success or failure of the country in the future international competition.In my rural population,the population of the total population is most,so the scientific literacy of rural primary school pupils is very important to the comprehensive national strength of our country.First,by sorting out the definition of scientific literacy of different countries,organizations and individuals,the scientific literacy is divided into two dimensions:scientific knowledge and inquiry ability,scientific attitude,consciousness and responsibility.Through the integration of two questionnaires with different focus and the cognitive characteristics of grade four students in primary school,a questionnaire is designed.Then carries on the investigation to the fourth grade two primary school students in Rugao urban and rural areas,from the category of the school,teacher category,gender,left behind five angles of the educational level of parents of children,analyzed the differences of pupils’ scientific literacy,draw the following main conclusions:1.the overall level of science literacy of four grade students in rural primary schools is not high,and there is a big gap between urban and rural students;2.the professional level of teachers affects the level of scientific literacy of students to some extent;3.there is no obvious gender difference in the level of students’scientific literacy in grade four;4.whether the left behind children also affects the students’ scientific literacy level;5.the educational level of parents is also an important factor affecting the level of students’ scientific literacy.In view of the above conclusions,suggestions are put forward from the following aspects:1.we should enhance the attention of all walks of life to primary school science education;2.multidimensional evaluation of primary school science teaching;3.strengthen the construction of primary school science teachers;4.attach importance to primary school science classroom teaching;5.enrich science curriculum resources;6.pay attention to extracurricular development.