How to improve teachers' humanistic quality and scientific quality

In today's highly developed and rapidly popularized science, any problems in science education in primary and secondary schools will have a potential adverse impact on a country's economic revitalization and national strength enhancement. 1. With the development of curriculum reform in primary and secondary schools, deep-seated problems in science education are gradually exposed. On the surface, part of the problem stems from the fact that some teachers' scientific knowledge is not solid enough, and the hidden root is that the scientific literacy of primary school science teachers is not optimistic, and teachers' scientific knowledge is quite scarce, and they have not correctly grasped the scientific method and "the essence of science". For example, in a scientific inquiry class in the third grade, the children did not question or be curious about the different results of the third experiment and the first two experiments, but filled in the same results of the first two experiments without thinking. This shows that in the usual teaching, the teacher did not let them realize that seeking truth is the soul of science and did not grasp what science is. Second, about students' scientific literacy The overall goal of science education is to improve people's scientific literacy, or to cultivate people with scientific literacy. The unreasonable curriculum structure and the weak concept of popular science among educators have caused the low scientific literacy of primary and secondary school students in China. In recent years, with the development of science curriculum reform in China, deep-seated problems and difficulties in science education are gradually exposed. From the international experience, the current science education also attaches unprecedented importance to scientific teaching, whether it is general education or teacher education. Therefore, cultivating the scientific literacy of primary school teachers and students is the top priority of primary school science education. [theoretical basis] 1. The main factors affecting the scientific literacy of primary school science teachers are the understanding of the development law of science education and the present situation of teacher education. Insufficient understanding of the development law of science education. From the theoretical basis of science, we can divide modern science education into three stages. The relationship between these three stages of development is not a simple parallel relationship. The development of things is regular and a gradual evolution process. The former stage is the foundation of the latter stage, which is difficult to cross. Therefore, when introducing advanced teaching materials, we should clearly realize that it is the result of nearly a century's development. Ignoring scientific research experience in teacher education and training. The teacher education system in China has just begun to transform, and it is far from complete. At the level of secondary education, science teachers trained by traditional normal universities often have no personal experience in scientific research. The frontier disciplines of science lack teaching materials. The current situation in China is that science and technology have not marched into modernization for a long time, and no one has seriously compiled textbooks for primary school students in academic research fields such as material science, micro-life science and social science. Who can compile a good textbook? Who can take such a good class? These are all issues that need to be seriously considered. Under the influence of traditional culture, it pays more attention to results. Many studies have proved that culture has a great influence on social development, and its transformation is much more difficult than technology introduction. Some teachers are used to publishing "standard answers" for children to compete, and children are also used to asking teachers for standard answers, paying attention to their own scores and paying attention to teachers' praise, which are closely related to our traditional way of thinking and values, such as focusing on results and ignoring the process. In addition, academically, we tend to be closer to our traditional mode of thinking in many western academic schools. Secondly, the elements of students' scientific literacy are: scientific knowledge and skills; Scientific methods and abilities; Scientific concept, spirit and attitude; Scientific behavior and habits. Strengthening children's scientific enlightenment education is directly related to the improvement of our national quality. Primary school science, as the basic subject of children's scientific enlightenment, plays a very important role in improving students' scientific literacy. Educators' scientific education concept, teaching mode, teaching feedback mechanism, external teaching environment and students' participation in scientific and technological activities in and out of class will all have certain influences on the cultivation of students' scientific literacy. [Research process and methods] 1. With regard to teachers' literacy, from our experience in training science teachers, improving science teachers' scientific literacy can be divided into two steps: long-term goals and short-term goals. In the long run, it is fundamental to speed up the reform of the teacher education system. It is necessary to encourage and promote the transformation of normal universities, and at the same time accelerate the participation of comprehensive and research universities in teacher education. In the near future, teachers should be trained to understand the essence of science on the basis of classical philosophy of science, and philosophical principles should be incorporated into practical classroom teaching cases. The former is content and the latter is form, both of which are indispensable. The reality of the next science class fully illustrates the importance of training. For example, a teacher gave her third-grade students a scientific inquiry task: ranking the whiteness of five different brands of paper towels (all white). After the children looked at five different brands of toilet paper on the table with an ordinary magnifying glass, after some arguments, they soon got the sorting results. And the same repeated observation results were obtained soon. What is particularly thought-provoking is that when children randomly change the position of five kinds of toilet paper and observe it again, they will not question or be curious about the results completely different from the previous two observations, but will continue to ponder the teacher's intentions, and the team leader will fill in the same results as the previous two experiments without thinking. When the team leader reports to the whole class on behalf of the whole group, he basically doesn't know the problems with different results. Listening to this lesson is really thought-provoking! What did the children learn through this lesson? I learned that scientific inquiry is to fill in forms, scientific observation is whimsical, and the purpose of scientific inquiry is to draw conclusions and get praise faster than other groups, and so on. All this is related to the teacher's activity design. The teacher should not observe the color difference with a magnifying glass. In addition, teachers should encourage children to tell the truth, let them realize that "observation with a magnifying glass is not good or bad", and truthfully fill in two completely different observation results on the form. Seeking truth is the soul of science, but some teachers don't really understand it. To sum up, our teachers' scientific literacy training mainly starts from the following aspects: 1. Pay attention to scientific training. Understanding the essence of science is the core of understanding science and the key to the success of science education reform. For the general public, it may be enough to know scientific knowledge, but for teachers, if they don't understand the essence of science and the difference between science and other disciplines, they can't distinguish the exact meaning of various schools of philosophy of science and their contributions, limitations and even harms to science education, especially for China, a country with traditional culture, it is impossible to really have a good science class. Such a teacher can't really put the study of scientific knowledge into the process of scientific inquiry, nor can he put the history of science into the relationship between science and society, science and humanities, and may also introduce pseudoscience into the classroom. 2. The goal of basic science education should be based on classical scientific epistemology. Those post-modern scientific views that deny the objective truth of scientific knowledge are at least not suitable for learners' cognitive ability, including critical thinking ability, and may breed irrational, imprecise and even anti-scientific attitudes. 3. Handle the relationship between student-centered and scientific rationality. Two extremes should be avoided here. One is the traditional practice of ignoring students' learning characteristics, such as simply pursuing the correctness of answers and limiting the completion time, and even overusing competition methods; The other is the scientific consciousness that emphasizes student-centered and ignores methods and rules. Scientific inquiry is different from other inquiries. On the one hand, it emphasizes "autonomy", on the other hand, it also emphasizes standardized methods. The cumulative, logical and empirical characteristics of science determine that scientific learning needs rational thinking more than other disciplines. In a word, there is an urgent need to train teachers who are centered on science, which is related to the practical problems of curriculum reform. At the same time, in the process of teacher education system reform, we should pay attention to the related problems of science curriculum, strengthen the training of normal students' scientific research process and the discussion of scientific philosophy. Only by correctly mastering what science is can we use our scientific knowledge; Only by mastering the difference between science and other knowledge can we teach science well; Only by mastering the scientific spirit can teaching be handy, flexible and active. Based on the above factors, our science teachers have participated in national, autonomous regional, municipal and district trainings in recent years, covering science, ideology and morality, adolescent mental health, quality education, curriculum reform and many other aspects. We also encourage science teachers to take an active part in all kinds of competitions at all levels and go out to learn from others' advanced methods and experiences. At the same time, carry out weekly teaching and research group activities; Study abroad declaration system; Education Digest System; Teaching contention and high-quality class display activities. Second, about students' literacy, strengthening the scientific enlightenment education for children is directly related to the improvement of our national quality. In order to achieve the goal of cultivating students' scientific literacy, we have achieved good results from the following aspects. First of all, improving educators' scientific education concept and cultivating students' scientific literacy must be based on changing teachers' educational and teaching concepts. Teachers are the leaders of education and teaching. A teacher's educational philosophy and teaching ideas will determine what kind of teaching methods and means he adopts in the specific teaching process. If a teacher thinks that the main content of science education is to impart scientific knowledge to students, cultivating students' scientific methods, scientific attitudes, scientific values, outlook on life and world outlook is only a "by-product" of acquiring knowledge. He seldom embarks from the students' reality and lets them go through a "scientific process" in the process of learning, so it is empty talk to cultivate students' scientific literacy. Educators' own concept of science education has been strengthened, so that they can impart scientific knowledge, let students experience the process of "science" and impart scientific thinking mode and scientific exploration spirit to students. Only when educators have a strong concept of scientific education can they consciously explore the ideas contained in knowledge or let students learn scientific knowledge continuously sublimate. Based on this, according to the idea of "learning-practicing-learning", training is carried out in various forms, such as decentralized self-study, collective discussion, out-of-town training, expert guidance, lectures and observation. Second, establish a teaching model that is conducive to cultivating students' scientific literacy. Primary school science, as a basic subject for children's scientific enlightenment, plays a very important role in improving students' scientific literacy. In science teaching, due to its own characteristics (scientific enlightenment education for primary school students is an important basic subject), it plays a very important role in cultivating students' scientific interest and innovative spirit, the ability to learn and use science, scientific literacy and innovative ability. Let's talk about our own exploration and practice on how to cultivate students' scientific literacy in science teaching. (A), in the process of science teaching, always adhere to the dialectical materialism of scientific view of nature education for students. In primary school science textbooks, there are dialectical materialistic views of scientific nature, such as "nature is made of matter" and "nature's matter is in motion", which is an excellent textbook for educating students on dialectical materialistic views of scientific nature and cultivating their scientific quality. In teaching practice, I actively explore teaching materials and carry out education in this area at three levels: low, middle and high. In the lower grades, various specific natural things and phenomena are provided through textbooks, such as flowers and trees, fish, insects, birds and animals, water and air, rain and snow in the weather, the rise and fall of the sun, etc. Organic infiltration of scientific view of nature allows students to know nature and its various natural things and phenomena, and stimulates students' curiosity and thirst for knowledge in learning science and exploring nature. In the teaching of middle grade, the scientific view of nature is emphasized. In this process, we should not simply impose the concepts of "movement" and "change" on students, but guide students to learn concrete knowledge of nature, feel the natural world, understand and pay attention to natural changes, enrich perceptual knowledge, accumulate perceptual experience, and promote the gradual formation of a scientific view of nature. In the third year of high school, students will be taught the scientific view of nature that "the substances in nature are interrelated" and "the movement and change of substances are regular". In science textbooks, there are not only the contents of exploring the relationship between natural substances, such as the relationship between green leaves and water and sunlight, but also the relationship between seed germination and air and temperature. There are also contents to explore the laws of material movement in nature, such as heat conduction, moon phase change, biological evolution and so on. Through the teaching of these contents and the organic infiltration of scientific view of nature, students can initially grasp some laws of natural changes, and naturally clarify the close relationship between things, and understand that human beings can continuously deepen their understanding of nature and develop and protect the natural environment according to the laws of nature. In this way, in the primary school stage, students are not only familiar with many specific natural things and phenomena through studying and researching scientific knowledge and scientific outlook on nature education, but also subtly influenced by dialectical materialist scientific outlook on nature, and initially understand some basic viewpoints of scientific outlook on nature, and learn to treat colorful nature and colorful natural things and phenomena around them with correct viewpoints, laying a good foundation for the formation of students' scientific quality. (2) Through practical activities, let students learn and master certain basic scientific methods. Practice is an operation activity with hands and brain. Physicist Yang Zhenning once pointed out, "It should not be said that studying hard is a good student. It should be said that good students have strong hands-on ability and innovative spirit. " The unique subject characteristics of science class create favorable conditions for students' hands-on practice. Because, most of the natural views and their laws of development and change are discovered and recognized by students in the practice of experimental operation. Therefore, in the process of science teaching, teachers should create all favorable conditions, be good at mobilizing students' multiple senses, guide students to fully move their eyes, hands, brains and mouths, carefully observe the research objects, including objects, specimens, models and related experiments, and conduct experiments and operations according to certain requirements, so that students can master certain scientific research methods more directly and clearly, and further study and operate for students in the future. 1. Train students to observe, think and experiment from specific cognitive activities. For example, in the aspect of observation, students are trained to observe all kinds of natural things and phenomena, including making clear the purpose of observation, grasping the key points of observation, observing orderly and from multiple angles in a planned and step-by-step manner, thinking while observing, discussing while observing, recording while observing and so on. In thinking, train students to compare, classify, summarize, induce and synthesize basic thinking methods; Train students to have good thinking habits such as "think before speaking" and "think before doing". In terms of experiments, students will be trained to know and use some simple methods of designing experiments together, and will do some basic grouping experiments, including training experiments, confirmatory experiments, exploratory experiments and definitive experiments, so as to cultivate students' serious and meticulous scientific attitude and master basic scientific methods. 2. Starting from the basic cognitive process, teach students the basic scientific research methods of "finding problems-making assumptions-experimental verification-drawing conclusions". Organize teaching activities with students' "learning" as the focus, and train students' "doing" to understand the program scientifically. For example, in the face of a specific object of understanding, how to understand it; If we use the method of experiment, how to design the experiment and how to find useful factual materials in the experiment; In the face of a large number of factual materials, how to sort them out, how to find out the relationship and law between factual materials, and so on. Scientific methods are some methods that must be adopted in subject inquiry activities. Once students master these methods, they will learn the real skill of "doing science with a real knife and a real gun", thus gaining new scientific knowledge, developing scientific ability and improving scientific quality in the process of exploring science naturally. (3) Create conditions to stimulate students' interest in participating in and experiencing scientific inquiry activities. Students study science not only to obtain information and accept knowledge, but more importantly, to use certain scientific methods to explore science and explore the mysteries of nature, so that they can better master the methods and abilities of acquiring knowledge in the process of scientific exploration and solve some specific problems in production and life. 1, stimulate the desire to explore. Students are young, active and curious, thinking in images is dominant, and they are easily attracted directly or indirectly by the novelty of objective things or other natural phenomena. This requires teachers to understand and study students, squat down and watch, flexibly handle teaching contents and organize teaching activities according to students' specific characteristics and subject teaching characteristics, pay attention to the organic unity of visualization and practicality, carefully design and organize some interesting practical activities, and maximize students' enthusiasm and interest in actively participating in inquiry. For example, in the lesson of "Candle Extinction", students are required to strike a match to light the candle, and then they are required to "try to extinguish the candle" and "extinguish the candle as slowly as possible". What shall we do? Is there any other way? Which method is the best? In this way, exploratory questions have aroused students' interest and desire to explore again and again. 2. Create an atmosphere of inquiry. The teaching process is a process of interaction between teachers and students, and it is also a process of emotional communication between teachers and students. In the classroom, the democratic learning atmosphere and harmonious interpersonal environment provide psychological guarantee for students to carry out and deepen their inquiry activities. Therefore, in the teaching process, teachers should flexibly change roles according to the actual needs of teaching activities, create a learning environment suitable for students' independent exploration, encourage students to explore bravely, and let students participate in research activities with the best emotions. Teachers are also willing to spend time on students' inquiry activities, so that students can seriously "look", "think", "talk" and "do", give full play to students' main role in the classroom, develop students' emotional potential, thinking potential and operational potential, and stimulate students' innovation sparks. 3. Inject the vitality of inquiry. In science teaching, there are many inquiry activities. Teachers should be good at guiding and encouraging students to think, discover and create in inquiry, which undoubtedly injects vitality into students' in-depth inquiry. For example, generate's innovation sparks in students' exploration should be affirmed in time; At the same time, we should respect students' different opinions and protect students' self-motivation and exploration spirit. In addition, students are allowed to fail in inquiry activities. Because inquiry is an exploratory activity, it does not necessarily follow the path taken by others, and it often has certain risks. In this regard, teachers should first affirm their spirit of inquiry, then find out the reasons for failure with students, and then encourage students to try new explorations. (D) Extracurricular expansion, broaden the ways for students to practice and innovate. The time and space of science classroom teaching are limited, while the exploration of natural science by primary school students is endless. After students understand certain scientific concepts and master certain scientific research methods, teachers should attach great importance to guiding students to use existing knowledge and skills flexibly, solve some practical problems encountered in life, and make some new or deeper explorations. This is a deepening process from learning knowledge to flexible application of knowledge, an effective transfer of knowledge and an important embodiment of thinking and ability. Therefore, science extracurricular activities, as a supplement and extension of classroom teaching, broaden the ways of students' practice and innovation and greatly enrich the formation and content of students' scientific quality. 1. Extracurricular activities broaden students' scientific knowledge. Such as guiding students to read popular science books, spreading scientific knowledge and information by blackboard newspaper, handwritten newspaper and campus broadcast, and cultivating students' scientific knowledge and skills by using interest group positions. These extracurricular activities effectively broaden students' scientific horizons and make them feel the infinite charm of science and technology and the great promotion of scientific and technological progress to human civilization and development. 2. Extracurricular activities provide students with practical opportunities. After class, students are exposed to a wider range of natural things and phenomena, and can engage in various scientific inquiry activities according to their hobbies and plans. For example, build a small biological horn at home, or observe the movement of ants, or measure the height of the sun, or make a "solar water heater", or design a small invention. Sometimes, according to the teacher's arrangement, we can observe and experiment for a long time after class, make relevant records, sort out and analyze the recorded data, and explore some laws. Students use their hands and brains in various extracurricular practical activities, integrating theory with practice, so that their scientific quality has been cultivated and developed in a wider sense. In a word, primary school science class is the main position to cultivate students' scientific quality. In order to better guide students to study, explore, practice and innovate in science teaching, it is necessary to carry out educational exploration and sow the seeds of science and innovation in students' minds. Third, the evaluation of teaching feedback mechanism reform is a basic feedback mechanism in the education system, which can stimulate students' desire for learning and teachers' passion for teaching, monitor the effective implementation of teaching plans and promote the improvement of teaching quality. The traditional evaluation mode of common sense teaching is mainly written test, and its content is limited to knowledge updating and textual research. It pays attention to the accumulation of knowledge and ignores the improvement of ability. This kind of evaluation can only increase students' academic burden, and it is not helpful to improve scientific literacy. Therefore, we believe that evaluation should not only examine students' understanding of knowledge, but also examine students' inquiry ability; Evaluation not only needs a variety of examination methods, but also runs through the whole teaching process. When constructing the evaluation system of cultivating students' scientific literacy, we should aim at diagnosing and promoting students' scientific literacy, and pay attention to the evaluation of students' learning in different grades on the basis of comprehensive evaluation. We have established a comprehensive evaluation system, that is, students' grades consist of three parts: basic knowledge, experimental operation and open examination. The specific operation method is: 1, and a comprehensive test is organized every academic year. 2. Write a special tabloid to examine students' ability to collect, organize and summarize knowledge; 3. After-class practice, test its scientific literacy such as material selection, experiment design, practical ability, scientific attitude and scientific spirit; 4. Write scientific research papers to test students' ability to find problems, solve problems, investigate and study, and comprehensively analyze knowledge. Fourth, create an external environment conducive to cultivating students' scientific literacy, and post portraits of scientists and inventors and famous sayings and aphorisms in public places such as teaching buildings and laboratories for students to pay their respects; Hang a set of popular science wall charts in the science and technology activity room. The content of the wall chart covers all aspects of today's scientific and technological development. While transmitting scientific knowledge, they bring students a strong visual impact and the shocking power of science and beauty. Students naturally participate in it, so that their interest in learning, loving and using science and their creative consciousness are well cultivated. Fifth, carry out extracurricular scientific and technological activities that are conducive to cultivating students' scientific literacy 1. Organize "scientific and technological activity interest groups", carry out colorful extracurricular scientific and technological activities, cultivate students' scientific interest and carry out special education. 2. Introduce the principle and method of invention, the making skills of small-scale production and the writing method of small papers. Please ask our teachers with special skills in this field to give students an intuitive explanation and demonstration. 3. Assign "Creativity and Production" homework. Instruct students to use their spare time and various opportunities, use the knowledge and skills they have learned, think independently and use their hands and brains. 4, organize students to carry out scientific and technological knowledge contest, small invention, small production, small paper contest. Hold activities such as popular science week. 5. Hire experienced experts to make scientific and technological counseling reports; Organize students to visit the second classroom and the exhibition of small inventions, small creations and small papers. These activities enrich students' perceptual knowledge and rational knowledge, stimulate students' thirst for knowledge and curiosity, and improve students' interest in science. [Conclusion and Results] Conclusion: Teachers' scientific literacy and students' scientific literacy are a unity, and they influence each other. Teachers' scientific literacy directly affects students' scientific literacy, which promotes teachers' scientific literacy. Results: After several years of exploration and continuous improvement of methods, the comprehensive quality of teachers' scientific education concept and teaching mode has been greatly improved, and the teaching feedback mechanism has been improved day by day. Although located in the countryside, students are in scientific knowledge and skills; Scientific methods and abilities; Scientific concept, spirit and attitude; The comprehensive quality of scientific behavior and habits is almost the same as that of urban students. [Problem] As our school was formerly a rural school, so far it can't fully meet the needs of teachers and students in terms of hard conditions, which restricts the improvement of teachers and students' scientific literacy. We realize that the cultivation of students' scientific literacy by teachers is definitely not achieved overnight, and it is impossible to fully achieve the goal only by mastering the education of science classes. Therefore, it is necessary to strengthen cooperation with other disciplines in the future, and find the combination and penetration points of various disciplines that are conducive to cultivating teachers and students' scientific literacy.