A Study On Penetration Of Social Responsibility Consciousness In Biology Teaching In Senior High School

Social responsibility is one of the key competencies in the subject of Biology.However,the current development of social responsibility in senior high schools still has been out of dated.Thus,it is particularly significant to conduct social responsibility awareness education for high school students.Teaching penetration is an important approach to cultivate sense of social responsibility.In this study,the sense of social responsibility of high school students are researched,combining the contents of high school biology textbooks,by the method of teaching penetration.Taking the A,B and C senior high school students in the three grades as the research objects,which are province key high school,city key high schools,and general high school respectively,each school and each grade included both key classes and regular classes,the status of high school students’ awareness of social responsibility related to biology was investigated.A total of 710 questionnaires were distributed and 686 valid questionnaires were retrieved.The content covered four dimensions of social responsibility.It was found that all students were more aware of the dimensions of “focusing on biological issues related to biology,participating in discussions and making rational explanations,and identifying superstitious and pseudo-scientific”,and that boys were stronger than girls and only children were stronger than non-only children.However,in the awareness of“formation of ecological awareness,participation in environmental protection practices”and “promoting healthy knowledge of lives and caring for life”,all students were weak,and boys were weaker than girls,and only children were weaker than non-only children.And in the dimensions of "combining with local resources to carry out scientific practice,trying to solve biological problems related to real life," all students were the weakest,and girls were weaker than boys,the only children were weaker than non-only children.For the four dimensions of social responsibility,among the above three schools,students in A school have the strongest awareness,students in B school are weaker,and students in C school are the weakest,but the difference is not great;key class students are stronger than regular classes and class leaders are stronger than others.Thus,it was showed that it is especially necessary to carry on social responsibility education in biology teaching of senior high schools.This study conducted a comprehensive and systematic summary of the materials related to social responsibility in the current biology textbooks in senior high schools.When teachers infiltrated their social responsibility awareness in their teaching,teaching methods such as lecture method,demonstration method,reading instruction method,and discussion method can be adopted.Attentions should be paid to the digging of teaching material resources,the connection in the theory with practice,and the rational distribution of time.In order to test the effect of social responsibility awareness in high school biology teaching,this study conducted a semester test in two classes of Grade 2 in Harbin X senior high school.The objects were investigated before and after the test.The results showed that integrating the content of teaching materials in biology teaching and infiltrating students’ sense of social responsibility can improve the sense of responsibility.This study can provide some references for teachers to cultivate the awareness of social responsibility in teaching,and it can also draw some lessons for teachers from other subjects in the social responsibility awareness education.