A Teaching Research On Socio-Scientific Issues

As the social problems caused by the application of science and technology are becoming increasingly prominent in the contemporary era,people are gradually beginning to think about the hidden educational significance behind these problems.The purpose of science education is not to train professional talents,but to improve the overall quality of citizens,especially scientific literacy.It is expected that the public can use the knowledge and skills they have to deal with various problems in life and make wise decisions.Therefore,cultivating students decision-making ability has become one of the important tasks of current science education.The application of socio-scientific issues in science education can not only stimulate students’ enthusiasm for learning,but also encourage students to participate in social decision-making,which is conducive to deepening the connection between science and human life,and can promote the development of students’ multi-faceted abilities.In line with the current requirements of our country for the cultivation of scientific literacy,it is of positive significance to integrate social science issues into the teaching of science education.The research results obtained in this paper mainly include the following five aspects:Firstly,understands the development process of teaching social science topics and explors its value.On the basis of reading a large amount of literature,this paper proposes the background,purpose and significance of the research on socio-scientific issues.By analyzing the content selection,teaching strategy,teaching mode and teaching evaluation of socio-scientific issues teaching,it combs the current situation of topic teaching,in order to understand the current development process of social science topic teaching at home and abroad.Secondly,constructs the theoretical basis of socio-scientific issues.This part elaborates the four principles of sustainable development theory,moral genesis theory,informal logic rtheory and project-based learning from the perspectives of what the theory is,the content of the theory and the teaching based on the theory.Then,teaches strategies for forming socio-scientific issues.According to Taylor’s curriculum principle,the strategy is formed from the four perspectives of goal optimization,content selection,teaching methods and teaching evaluation.Firstly,it sorts out the socio-scientific issues contained in the national standards of science courses domestic and foreign,and puts forward suggestions on teaching objectives,situational creation,curriculum design,teaching materials selection and teaching methods;secondly,the socio-scientific issues in the representative scientific textbooks are analyzed as content;thirdly,teaching methods are explained from two perspectives:teaching principles and teaching elements;finally,teaching evaluation is carried out from three dimensions:evaluation content,evaluation subject and evaluation method.At last,the topic "Climate Change Education-Global Warming" was selected to design and implement the real teaching of the classroom,and then the teaching effect is evaluated through interviews.The results of interviews show that students’ feedback is better after issue teaching,and they show strong willingness to continue learning and studying other topics;have a deeper recognising of relevant scientific concepts;a cognition of the relationship between science,technology and society has increased significantly;and a further understanding of the nature of science.Chapter five,the research shows that the teaching of socio-scientific issues plays an active role in cultivating students’ abilties,understanding the nature of science and improving their scientific literacy,and the teaching strategies based on social science proposed in this paper are also effective.