Research Study On The Cultivation Of High School Students' Social Responsibility Literacy

"Social responsibility" is one of the biological core qualities in the curriculum standard of biology for senior high school(2017 Edition).Research learning is a comprehensive course or learning activity approved by the Ministry of education.In this study,the research plan is made by combing the literature related to "Research-based Learning" and "social responsibility".The purpose of this paper is to cultivate students' sense of social responsibility and ability to take responsibility through the development of research-based learning activities.The research methods are literature method,investigation method,experimental research method and statistical analysis method.The purpose is to make students reasonably use the Internet and other modern tools,use their knowledge,solve the problems in life,and improve the social responsibility of high school students.This research mainly includes the following parts:(1)In the early stage,the author combed the relevant theoretical contents of social responsibility literacy and research-based learning through CNKI;(2)According to the students' learning content and the previous theoretical review,choose the appropriate research topic,arrange the research plan to make the action plan;(3)Using questionnaire to investigate the current situation of cultivating students' social responsibility and the level of social responsibility of sophomores in high school affiliated to Hainan Normal University;(4)Carry out research-based learning practice activities,determine the experimental class and the control class,the experimental class group study different topics respectively,submit literature reading extracts every week,and finally present the results;(5)At the end of the two classes of students to conduct a questionnaire survey,the data obtained by SPSS analysis of the two classes in different modules of the significant differences,and the results of the analysis,the conclusion.Research results: according to the independence t-test,it is found that there is no significant difference between the two classes in the module of "building ecological awareness",but the experimental class has significant differences in the modules of "caring for life and healthy life","paying attention to social issues" and "solving life problems scientifically" through one semester of research learning.The average scores of the experimental class in the above three modules are higher than those of the control class,which shows that it is effective to cultivate students' social responsibility awareness and ability to take responsibility by using research-based learning activities.In the process of teaching,teachers should pay attention to the fact that students have certain social experience,cultivate students' social responsibility literacy,different modules should give different attention.This study found that high school students generally have a strong sense of ecological protection,so it can appropriately reduce the education of this part and increase the education opportunities and activities of other parts.