How to improve one's humanistic quality and scientific quality

How can we better improve our scientific literacy and humanistic literacy? First of all, we should read more popular science books and watch more popular science programs in our spare time to enhance our understanding of scientific terms and basic concepts. Secondly, we should cultivate our own scientific attitude, strive to become a learner, discoverer, creator and promoter of scientific spirit, constantly think and summarize in teaching practice, improve teaching methods, strive to do better, and deepen our understanding of scientific research processes and methods in practice; We also need to correctly understand the relationship between science, technology and society, know how to face the problems related to science and society in real life and make wise decisions, and pay attention to the combination of scientific spirit and modern science and technology, scientific content and scientific activities, knowledge education and ability training.

To improve humanistic quality, we must first learn to learn to read and think in a wide range of books, enrich our knowledge and ideas, broaden our cultural horizons, improve our ideological height and strengthen the depth and breadth of our thinking. In particular, we should read classics, talk with human thinkers and educators, learn their research results and improve our humanistic quality. At the same time, we should also learn from other colleagues around us and learn their experience and methods of teaching and educating people; We should also use the computer network to study, constantly improve our information literacy, and skillfully use computers to obtain, transmit and process information; We should also actively learn from teaching practice, accumulate experience, constantly think and summarize, improve teaching methods, improve teaching art and so on.

How to Improve Teachers' Humanistic Literacy and Scientific Literacy As teachers in the new era, it is necessary for us to improve our scientific literacy and humanistic literacy, keep pace with the times, and promote the healthy growth of students with abundant energy and full emotions. Only by constantly improving their own quality can we better serve teaching and engage in education. The following is my simple understanding:

First, how to improve scientific literacy

Scientific literacy is a part of scientific cultural quality, and the so-called scientific literacy is also called scientific literacy. Personally, I think that the scientific literacy of Chinese teachers in middle schools in the new century should include:

1, solid professional knowledge, able to thoroughly understand the teaching materials, combined with the situation of their own classes, simplify and concretize the complicated teaching, which is easy for students to accept and understand.

2. Master modern educational theory and the law of students' physical and mental development, and have strong teaching and research ability, innovation ability and practical ability.

The new era requires teachers to have new skills, so we must change the traditional teaching mode according to the needs of the development of the times. Now most schools have installed electronic whiteboards. Personally, I think it is necessary for teachers to use multimedia technology in teaching, which can improve students' enthusiasm and make abstract problems concrete.

Second, how to improve the humanistic quality

Teachers' humanistic quality plays a certain role in students' humanistic quality. "Teachers' humanistic quality" is the cultivation of teachers' thoughts, morality, sentiment and personality in their daily life. Therefore, as teachers in the new era, we should pay attention to our words and deeds everywhere, set an example and be a good example for students.

1. We can improve our self-cultivation by reading.

2. You can improve your communication skills, live in harmony with leaders, colleagues and family members, and give yourself a harmonious living environment.

We should constantly change old ideas and keep pace with the times.

Besides teaching, you can also use your spare time to travel, broaden your horizons and so on.

In short, I believe that teachers' scientific literacy and humanistic literacy have changed and improved, so we will be more harmonious in dealing with teaching and teacher-student problems, and can also promote the healthy growth of students with abundant energy and full emotions. Students often don't like listening to teachers, but we can preach through our own practical actions, which I think is more obvious.

To improve their scientific literacy, I think we should first enrich our scientific knowledge, know and understand scientific terms and basic concepts, and appropriately increase our understanding of cutting-edge science; Secondly, cultivate their own scientific attitude, pay attention to the scientificity in teaching practice, constantly think and summarize in teaching practice, and constantly deepen their understanding of scientific research processes and methods; Third, correctly understand the relationship between science, technology and society, know how to face the problems related to science and society in real life, pay attention to the combination of scientific spirit and modern technology, and combine knowledge education with cultivating ability.

As a teacher, how to improve their scientific literacy and humanistic literacy (online, etc. )? Read more books, read everything, classical literature, modern science and technology, military war, even magazines and newspapers.

How to improve one's humanistic quality and comprehensive quality? Personal humanistic quality is gradually formed. It is necessary to cultivate and read more books in peacetime to improve one's own quality. Also, take part in more activities to exercise your ability. I believe you can!

How to Improve Teachers' Humanistic and Scientific Qualities —— The Methods of Improving Teachers' Humanistic and Scientific Qualities in Dānlín;

As a teacher, to improve their humanistic quality, we must first actively read and strengthen learning, think and accumulate in reading and learning, enrich our knowledge, broaden our horizons, improve our ideological realm, and strengthen the depth and breadth of thinking. In addition to teaching-related books, we should read more classics, talk to giants, learn their research results and improve our humanistic quality. At the same time, learn from colleagues around you with an open mind, learn their mature experience and methods of teaching and educating people; You can also study and consult through the internet, constantly improve your information literacy, and use the convenience of the internet to obtain, transmit and process information; Actively practice, constantly innovate, accumulate experience, constantly think and summarize, improve teaching methods and improve teaching art.

To improve their scientific literacy, I think we should first enrich our scientific knowledge, know and understand scientific terms and basic concepts, and appropriately increase our understanding of cutting-edge science; Secondly, cultivate their own scientific attitude, pay attention to the scientificity in teaching practice, constantly think and summarize in teaching practice, and constantly deepen their understanding of scientific research processes and methods; Third, correctly understand the relationship between science, technology and society, know how to face the problems related to science and society in real life, pay attention to the combination of scientific spirit and modern technology, and combine knowledge education with cultivating ability.

What is scientific literacy? How to cultivate and improve one's scientific literacy? With the advancement of curriculum reform, students' learning methods have changed from accepting learning to inquiry learning, autonomous learning, cooperative learning, constructive learning and hierarchical learning. The three-dimensional teaching goal of knowledge and skills, process and method, emotional attitude and values has given the concept of "scientific literacy" a new connotation, and the change of students' learning style is precisely to adapt to the new connotation of scientific literacy. Only in this way, students can constantly improve their scientific literacy in the process of learning, thus making greater contributions to the country, society and even all mankind.

Keywords: learning style change and scientific literacy training

Learning style refers to students' basic behavior and cognitive orientation in the process of completing learning tasks. Learning style is not the same as learning methods and learning strategies. It guides students to choose specific strategies and methods. The new round of curriculum reform advocates the three-dimensional learning objectives of knowledge and skills, process and method, emotional attitude and values. The previous receptive learning can no longer meet the needs of curriculum reform. To achieve the fundamental goal of promoting students' development, we must change students' learning style as a breakthrough and give full play to students' subjective consciousness. Cultivate students' ability to collect and process information; Ability to acquire new knowledge; Ability to analyze and solve problems and communicate and cooperate.

First, several major modern learning methods

(A) Inquiry learning

Inquiry learning is a kind of learning activity that students solve problems in a way similar to scientific inquiry, driven by instinctive curiosity. It advocates that "the process of students learning science is to establish a connection between existing knowledge and new information, so as to construct a reasonable explanation." [1] As a way of learning, scientific inquiry is an important way for students to understand nature and the material world, and an effective means to acquire knowledge.

Scientific inquiry begins with the problems of teachers or students, and all scientific inquiry activities are carried out around the problems. Teachers should be good at creating problem situations, guide and encourage students to find and ask questions through reading textbooks, experiments and observation, so that students can freely enter the process of scientific inquiry and then complete their learning tasks.

The reasonable explanation of the query results is mainly carried out through empirical data. Therefore, it is essential to collect empirical data in inquiry activities. The main methods for students to collect empirical data are: observing specific things and describing their characteristics; Determine the characteristics of substances and make records; Experimental observation and measurement, and make records; Explain the research results reasonably from teachers, teaching materials, internet, surveys, interviews, books and periodicals, literature and other ways.

There are physiological differences among students, and their knowledge background and way of thinking are also different. Coupled with the openness of the query itself, there are bound to be a variety of query methods and means, so the results of the query are bound to be different. In order to understand knowledge correctly, students need to communicate, discuss and learn from each other.

Inquiry learning has become the main way of learning for modern students, but it is not against receptive learning. As long as it is meaningful learning, inquiry and acceptance are important ways to acquire knowledge, but inquiry learning emphasizes the inquiry process of knowledge. Pay more attention to the cultivation of students' inquiry ability.

(2) Autonomous learning

The so-called autonomous learning means that learners have subjective consciousness, constantly stimulate their own learning or enthusiasm, and give play to their subjective initiative and creativity. [2] Its characteristics can be summarized as the following aspects:

1, initiative: autonomous learning is that students actively engage in learning activities, and initiative is its most basic feature.

2. Effectiveness: Learners participate in setting meaningful learning goals for themselves, making their own learning progress, and participating in designing evaluation indicators, so that the starting point and purpose of autonomous learning can coordinate various factors in their own learning system as much as possible, so as to give full play to the best effect, thus making their own learning achieve the optimization process.

3. Relative independence: The process of autonomous learning is independent, but this independence is relative. Students' learning environment can't be completely controlled by themselves, and the learning process can't be completely divorced from the guidance of teachers, so there is still dependence.

4. Self-monitoring: Self-monitoring refers to the observation, inspection, evaluation and adjustment of students' own learning process. This refers to students' self-awareness of their learning motivation, learning methods, learning ability and learning results, so as to find problems in time and make targeted self-adjustment in time.

It should be noted that there is no teacher's guidance, but active learning under the guidance of the teacher, while self-study is learning without the teacher, which is the fundamental difference between the two. Self-study can prepare for autonomous learning.

(3) cooperative learning

Cooperative learning refers to an activity that takes heterogeneous learning groups as the basic form, makes full use of the mutual assistance and interaction between teaching motivation factors, and takes the overall performance of the groups as the evaluation standard to jointly achieve learning goals. [3] The main activity of cooperative learning is the cooperative learning activity of group members. We need to set a group learning goal first, and then evaluate the overall performance of the group through cooperative learning activities. The development of cooperative learning needs the whole class communication and the whole school communication in autonomous learning. The characteristics of cooperative learning are as follows:

1. Intra-group heterogeneity, inter-group homogeneity: Intra-group heterogeneity refers to the fact that the same group is composed of members with different gender, academic performance, ability tendency, nationality, etc., and the members are complementary to each other. At the same time, the cooperative groups in each class are homogeneous, and only the homogeneity among groups can ensure fair competition among groups in the class. Which means it should be mixed.

2. Task division, result integration: cut the learning task into several pieces and assign them to each group member, so that the group members can go all out for their own part of the task, but at the same time teach their own part of the learning task to other students, and finally integrate the results of each group.

3. Personal calculation results, and the total score of the group: Group cooperative learning requires that in formative evaluation, everyone must rely on their own efforts to complete the task independently, but they will add up the scores of everyone in the group and compare the total score of each group.

4. Fair competition and reasonable comparison: that is, disrupt the original cooperation group and form a new test group, with top students and top students taking the test together and poor students taking the test together to ensure fairness and rationality.

5. Assign roles and share leadership.

Constructive learning

Constructive learning refers to the formation process of learning, the interaction between existing knowledge and experience and actively selecting and paying attention to information from the environment, and the process of actively constructing information. [4] Students' learning is no longer a process of accepting knowledge from teachers, nor is it a process of processing objective reality. Instead, according to my existing knowledge and experience, I analyze, reason and evaluate all kinds of knowledge I encounter, try to find the law of things and actively give knowledge meaning. It is not only a simple process of information accumulation and enrichment, but also involves the change of ideas and the reorganization of cognitive structure caused by the conflict between old and new experiences. In this way, the learning process becomes a process of active construction rather than passive acceptance.

(5) meaningful learning

Meaningful learning is opposite to mechanical learning, which was put forward by American educational psychologist Ausubel. He divided learning into meaningful learning and mechanical learning according to the connection between old and new knowledge when learning took place. Ausubel's "meaningful learning" refers to the non-artificial, non-arbitrary substantive and non-literal connection between the new knowledge represented by symbols and the existing appropriate knowledge in learners' cognitive structure. "Non-manual communication refers to the interaction between new knowledge and learners' original related knowledge; Substantive communication means that learners really understand the meaning of learning content, not the literal meaning. However, mechanical learning can only produce artificial and immaterial connections.

(6) Hierarchical learning

The so-called hierarchical learning refers to coordinating learning objectives and requirements, placing learning requirements in the recent development fields of students at all levels, mobilizing variables in students' learning possibilities, and adapting learning requirements to students' learning possibilities. [5] One of the basic concepts of the new curriculum is "for the development of every student", and the development of students is sexual and unbalanced. This imbalance is manifested in differences in learning motivation, learning attitude, cognitive style and hobbies, which directly leads to differences in academic performance and the implementation of differential teaching, and hierarchical teaching and hierarchical learning are one of the basic forms of differential teaching. Hierarchical learning enables students at all levels to find their own basis for learning different levels of knowledge and develop themselves on a more suitable platform, unlike good students and poor students in the past. Hierarchical learning is also conducive to the full development of students' personality.

Second, scientific literacy.

Simply put, the so-called scientific literacy is the citizen quality that science education should cultivate. 1958, Howard of Stanford University used this term for the first time to discuss the education of scientific inquiry. He believes that "the behavior related to scientific knowledge inquiry and its application in various human things reflects a person's basic literacy, and this understanding reflects the progress of science, our country and society and the revolutionary changes that human beings adapt to the needs of the times." [6] The characteristics of scientific literacy are not directly taught to students, but run through a dynamic classroom, where students develop scientific literacy by solving various problems, conducting investigation and research activities or designing various projects.

On the other hand, Bailey and others think that around 1964, "a person with scientific literacy" should understand the following six aspects, and think that the first three aspects are particularly important: (1) the relationship between science and society; (2) Ethical principles guiding the work of scientists; (3) the nature of science; (4) the difference between science and technology; (5) Basic concepts in science; (6) The relationship between science and human society. [7]

On this basis, in the early 1970s, Shouwalter put forward a definition of scientific literacy consisting of seven dimensions, holding that "a person with scientific literacy" should have: (65,438+0) understanding the essence of scientific knowledge; (2) Being able to use scientific concepts, principles, laws and theories accurately when communicating with the environment; (3) Solve problems, make decisions and enhance the understanding of the world through scientific inquiry; (4) The way to deal with the surrounding world conforms to the principle of scientific value; (5) Understand and accept that science and technology are closely related undertakings, and understand the interactive relationship between science, technology and society; (6) By receiving science education and expanding lifelong science education, we can form a more confident and wonderful world outlook; (7) master a variety of operating skills closely related to science and technology.

Sinn further divides scientific literacy into "practical scientific literacy", "cultural scientific literacy" and "citizen scientific literacy". [8] In the 1980s, when people explored the connotation of scientific literacy, topics closely related to science and technology, science policy and the role of science in social development became people's concerns. Based on this, Miller pointed out that citizens' scientific literacy is a multi-dimensional structural system, which involves three interrelated dimensions: (1) full understanding of important scientific concepts and terms in the basic scientific knowledge system; (2) Understanding the process of scientific inquiry or the nature of science; (3) To understand the influence of science and technology on individual and social development to a certain extent.

From the international exploration of "scientific literacy", we can see that it is not only a very rich concept, but also a concept that keeps pace with the times. [10] Scientific literacy is historic and epochal. Its connotation is open, developing and changing. Different times and different cultural backgrounds give it different meanings. In view of the disadvantages of current basic science education and the new requirements of scientific and technological development for personnel training, scientific literacy has new emphasis and requirements. [ 1 1]

With the development of society and the progress of science and technology, science and technology have more and more influence on society, and scientific literacy pays more attention to the close relationship between science, technology and society, which requires students to pay attention to nature and society, participate in social decision-making, actively think about social problems from the perspective of science and society, and put their learning into their real social situation. Scientific literacy also emphasizes the development of scientific literacy under the background of active and responsible citizens, and pays attention to cultivating students' scientific interest and scientific consciousness. In a word, modern scientific literacy pays more attention to the close relationship between science, technology and society and the cultivation of students' interest in scientific learning while emphasizing knowledge, skills and process learning.

Thirdly, the change of learning style promotes the cultivation of scientific literacy.

First of all, students' learning is mainly based on passive acceptance and active inquiry. In the process of inquiry, students have personally experienced the process of scientific inquiry by scientists, understood the nature of science, and realized that scientific inquiry is a breakthrough, with the aim of improving learners' scientific literacy.

Secondly, science should be people-oriented, change students' learning style, and let them shoulder the mission of developing science and society and study actively. In the past, more students studied for the sake of learning, and it was difficult to stimulate their interest in boring classes. It is hard to imagine that a person who has no interest and enthusiasm in science can form a good scientific literacy.

Thirdly, the cultivation of scientific literacy is for all students. The change of learning style gives every student the opportunity to directly participate in practical activities, so that everyone may experience scientific interest, thus further improving their scientific literacy. Meanwhile, scientific literacy has different requirements for students at different levels. It is dynamic, not static. Different people at different stages are at different stages of achieving scientific literacy. Hierarchical learning is conducive to students' continuous development of scientific literacy in the process of re-learning.

Finally, in the three-dimensional curriculum standards of knowledge and skills, processes and methods, emotional attitudes and values, knowledge and skills can be acquired through learning, but processes and methods, emotional attitudes and values are difficult to form through indoctrination and learning, and can only be formed through continuous experience and internalization in specific activities. Therefore, changing the learning style is conducive to the realization of the three-dimensional curriculum objectives, thus realizing the fundamental purpose of science education-improving students' scientific literacy.

I hope I can help you. . Oil; Fuel filling; Make greater efforts

How to improve teachers' humanistic quality and scientific quality? As a teacher, to improve their humanistic quality, we must first actively read and strengthen learning, think and accumulate in reading and learning, enrich our knowledge, broaden our horizons, improve our ideological realm, and strengthen the depth and breadth of thinking. In addition to teaching-related books, we should read more classics, talk to giants, learn their research results and improve our humanistic quality. At the same time, learn from colleagues around you with an open mind, learn their mature experience and methods of teaching and educating people; You can also study and consult through the internet, constantly improve your information literacy, and use the convenience of the internet to obtain, transmit and process information; Actively practice, constantly innovate, accumulate experience, constantly think and summarize, improve teaching methods and improve teaching art.

To improve their scientific literacy, I think we should first enrich our scientific knowledge, know and understand scientific terms and basic concepts, and appropriately increase our understanding of cutting-edge science; Secondly, cultivate their own scientific attitude, pay attention to the scientificity in teaching practice, constantly think and summarize in teaching practice, and constantly deepen their understanding of scientific research processes and methods; Third, correctly understand the relationship between science, technology and society, know how to face the problems related to science and society in real life, pay attention to the combination of scientific spirit and modern technology, and combine knowledge education with cultivating ability.