Research On The Application Of Social Responsibility Literacy In High School Biology Experiment Teaching

The core literacy of the biology subject embodies the unique advantages and training value of the biology subject.It is the character and professional ability that students have after learning biological knowledge.As far as the core literacy of high school biology is concerned,it includes four aspects: concept of life,rational thinking,scientific inquiry,and social responsibility.Social responsibility literacy is the sublimation and refinement of the other three qualities.The four qualities are both connected and different,and they are indispensable teaching and training goals.High school biology experiments are an important part of the biology department.Actively guiding students to participate in biology experiments can stimulate their interest and enthusiasm for biology.Experiments can provide students with a close-up view of the biological world in a variety of poses,allowing students to have a more thorough understanding of ambiguous theoretical knowledge.Therefore,the use of experimental teaching as a way to penetrate the core literacy of students can not only enhance students' interest in learning,but also enhance the level of core literacy.However,at present,there are many problems in high school biology experiment teaching,the status of experiment teaching is gradually declining,and the importance of biology is also neglected.Based on the important value of social responsibility literacy,combined with the current status of experimental teaching,this paper proposes the teaching principles and strategies for infiltrating social responsibility literacy in experimental teaching,with a view to providing teaching reference for front-line teachers and educational researchers.The research methods include: literature research method,questionnaire survey method,case analysis method.First of all,consult the relevant literature at home and abroad to investigate the research progress of social responsibility literacy and experimental teaching.Then issue questionnaires to investigate the current status of experimental teaching and students' currentlevels of social responsibility literacy.Finally,through case analysis,the applicability of the teaching strategies and teaching principles mentioned in this article is tested.The results of the questionnaire survey indicate that the students are full of interest in the biological experiment course;meanwhile,they also indicate that the experimental class hours are too few and the experiment content is too monotonous;the students' current level of social responsibility literacy is low.Teachers know too little about social responsibility literacy;due to various reasons,experimental teaching is difficult to carry out normally.Based on the above problems,combined with the new high school biology curriculum standards,this paper proposes several teaching principles that permeate social responsibility literacy in experimental teaching: living principles,intuitive principles,enlightening principles,consolidation principles,individualized teaching principles,teaching evaluation in principle.The suggestions put forward are: strengthen ideology and teachers' emphasis on experimental teaching;improve laboratory equipment and provide material support;adjust experimental hours and improve the status of experimental teaching.Deeply explore the connection between textbooks and core literacy;improve teachers' professional qualities;use teaching evaluation appropriately.Finally,based on the teaching principles and suggestions,this paper designs two practical teaching cases.Practical results show that infiltrating social responsibility literacy in biological experiment teaching can not only improve students 'biological achievements and interests,but also enhance students' level of social responsibility literacy.It shows that the penetration strategy proposed in this paper is practical,which has played a certain role in promoting the core literacy policy and achieving quality education.