Research On The Cultivation Of Social Responsibility In Biology Teaching In Senior High School Under The Concept Of Core Literacy

With the putting forward of the basic concept of "core literacy as the purpose",the core literacy has gradually been widely concerned by scholars from all walks of life.And social responsibility,as an aspect of the core literacy,has also increased its attention,in order to implement the requirements of the core literacy.This topic unifies the concrete biology discipline to carry on the research to the senior high school student social responsibility training related content.The main purpose of this study is to understand the basic situation of social responsibility training of senior high school students through investigation,and to link the cultivation of social responsibility with biology teaching in senior high school in view of the existing problems.This paper puts forward a series of classroom teaching strategies to cultivate senior high school students' social responsibility and carries out the relevant case design,which is finally implemented in practice.In order to help senior high school biology teachers in the process of biology teaching,better strengthen the cultivation of social responsibility,so as to improve students' social responsibility.Under the guidance of humanistic theory,moral education theory and the theory of recent development zone,this study is based on the theory of humanism,moral education and the theory of recent development zone.Mainly used the literature research method,the questionnaire survey method,the experimental research method,the case analysis method,the observation method and so on the method to carry on the investigation and the practice research to the senior high school student social responsibility training present situation.In this study,the concepts of core literacy and social responsibility training are defined.At the same time,combined with the new curriculum standard,taking the compulsory biology teaching materials of senior high school as an example,and the teaching materials are analyzed,in order to provide reference for senior high school biology teachers to excavate social responsibility.Through the questionnaire survey of some teachers and students in 8 schools in Shandong Province,the conclusion of this study is that the current situation of social responsibility training of senior high school students is mixed.The good news is that teachers and students generally support the development of social responsibility.The worry is that schools do not regard the cultivation of social responsibility as the focus of teaching,which hinders the cultivation of students' social responsibility,teachers do not pay attention to the development of social responsibility training materials in teaching materials,and there is almost no relevant educational practice.High school students themselves do not pay attention to the cultivation of social responsibility.In response to these questions,the author mainly puts forward four strategies for classroom teaching: using biology teaching materials to cultivate social responsibility in combination with life practice,using biological experiments to explore and cultivate social responsibility,using the history of biological science to cultivate social responsibility,and making use of extracurricular activities.Practical activities cultivate social responsibility.After the strategy was put forward,the author tried to carry on the practice.The author used the training strategy put forward by the educational practice to be used in the cultivation of social responsibility in biology teaching.According to the comparison between the experimental class and the control class before and after practice,it can be seen that after practice,the social responsibility of the experimental class is better than that of the control class.Therefore,it is effective to cultivate students' social responsibility in biology teaching in senior high school,which is conducive to the improvement of students' social responsibility.