A Practical Study On The Cultivation Of Students' Social Responsibility In Biology Of Senior High School By Situational Teaching

Paying close attention to the cultivation of social responsibility is the inheritance of the Chinese nation for thousands of years,is the basis of implementing biological core accomplishment and the inevitable trend of social development,and it is also the need of teachers' professional development under the background of the new curriculum.The present situation of high school students'social responsibility and the cultivation of social responsibility by situational teaching were investigated,tested and analyzed by means of questionnaire,interview and experimentBased on the new curriculum standard,combined with the psychological and biological characteristics of senior high school students,the self-compiled questionnaire on Social responsibility of Senior High School students includes the protection of ecological environment,love for life and healthy life.The understanding of pseudoscience and the concern of social issues,the application of biological knowledge these four dimensions.After test and modification,it was found by SPSS25.0 that the Cronbach a and KMO of the questionnaire were 0.804 and 0.805 respectively,and the level of significance of Bartlett's sphericity test was 0.It was confirmed that the questionnaire in this paper had good reliability and validity and could be put into the experimentIn this study,two parallel classes in the second year of senior high school were randomly selected to detect and determine that they were in a parallel state before the experiment.The experimental class adopted"situational teaching"to infiltrate social responsibility,and the experimental class adopted"situational teaching" to permeate social responsibility.The control class adopts the traditional teaching method to permeate the social responsibility.The self-made questionnaire on the social responsibility status of senior high school students is used as the measuring tool to evaluate the social responsibility before and after the teaching practice of the two classes.The results were analyzed by statistical method.The results show that:1.At present,the social responsibility of senior high school students is not up to the ideal level,there is the need and room for improvement;2.Situational teaching can improve the level of social responsibility of senior high school students,and the extent of improvement is greater than that of traditional teaching;The creation of the situation can also stimulate students'interest in learning,improve the students'participation in the classroom;4.Situational teaching is the most obvious improvement of social responsibility in dimension four,which shows that situational teaching is the most useful in training students to use biological knowledge to solve practical problems.There is no significant difference between traditional teaching and situational teaching in dimension 3,which shows that situational teaching is not effective in identifying pseudoscience and paying attention to social issues.Based on the analysis of the results of the study,this paper suggests that:1.The number of times the situation should not be created in each class should not be excessive;2.According to the teaching content and teaching stage,choose the appropriate situation;3.Fully understand the materials on social responsibility in the teaching materials,match the appropriate situation;4.The same situation should not be repeated;5.Teachers should not use words absolutely;6.Fully understand the academic situation,decide whether to create and how to create the situation;7.Referring to the New Curriculum Standard,the Social responsibility should be included in the Evaluation.Finally,improve the sense of social responsibility of senior high school students,promote the implementation of biological core literacy.