Research On The Cultivation Of Social Responsibility In Biology Teaching Of Senior High School

Nowadays,the social economy is flourishing and developing,but people's social responsibility has a large part missing,some uncivilized phenomena and even illegal behavior was regularly happened.Students are the successors of the motherland in the future,high school stage is the formation of a good character and an important period of responsibility,therefore,on the cultivation of contemporary senior high school students' social responsibility is important.As a compulsory basic course in senior high school,biology covers many aspects such as science,technology,environment,humanities and life,laying a foundation for developing students' thinking,manipulative and practical abilities,it is also an important course to develop students' physical and mental health.Therefore,cultivating students' social responsibility is benefit for students in biology class.First of all,based on the core competencies and values of biology,this article carried out the discussion on the current education form.The core competencies and values have been raising popular trend among the education in various countries,while the subjectspecific cultivation methods are under exploration to be completed.Therefore,the author collected some materials though reading literature and so on,earning inspirations from the education ideas of Dewey and Bruner,as well as combining with the STSE theory and education theories to lay the theory foundation for this article.Next,the author designed and compiled the questionnaire for students and the outline of teacher interviews elaborately,the interview method and questionnaire method were adopted to complete the research on the current situation of social responsibility of high school students,through collation,the valid data is obtained and analyzed separately to summarize,the reasons why the high school students are having week social responsibilities are found,for example: less involvement in cultivation of social responsibility in biology teaching,less impact on students and less participation in the social activities they joined for the negative events in the big social environment,etc.Atthe same time,the research also found that,for older teachers who have accepted the core competencies and values of biology,they have gradually changed their ideas and concepts while their action was still mainly based on the teaching used before,and the results of the students were still the most important criteria in the evaluation system.Part of the young teachers have adopted multiple ways teaching methods with more guidance and more thinking,returning the class to the students.In the end,focusing on the problems discovered,the author has listed three strategies for cultivating the social responsibility of high school students,and made a simple comparison of teaching and learning of the high school and middle school biology and integrated them into the strategies,they were the situational teaching to cultivate the awareness of social responsibility,the experimental teaching to cultivate the ability of social responsibility,the practice teaching to cultivate behavior of social responsibility.Three specific cases were used on the practice on the biology class,social responsibility goals were added into the teaching design while preparing the class,and students' social responsibility in design activities were consciously enhanced.After a period of practice,it was found that the social responsibility of the students in the experimental class was slightly higher than that of the control class,and the awareness of social responsibility was slightly elevated than before.The author has gained in this teaching research,and has understood that the cultivation of high school students' social responsibility should start from three aspects:society,school and family,and the cultivation of many aspects can make students develop better;the practical activities are based on the theory,and the combination of the two is more effective.At the same time,it also found some shortcomings,its own research ability is limited,and it can not analyze the problem more deeply;social responsibility needs long-term cultivation,this research time is short,the practice is not enough,the effect is not obvious.In the future,the author tries to overcome the difficulties and apply the theoretical knowledge to the practice of education and teaching,hoping to put forward more efficient training methods and strategies,to provide referencefor biology teaching in senior high school,and to carry out the core accomplishment of biology subject to the end.