Investigation And Teaching Analysis Of Social Responsibility In The Core Literacy Of Biology In Senior High School

Under the background of "cultivating people and establishing morality is the essential task of education",core literacy education has entered the front-line classroom.In biology teaching in senior high school,"social responsibility",as one of the core literacy of biology,has been written into the curriculum standard for the first time,and its training way is an urgent problem for biology teachers to solve.First of all,this study adopts the method of literature analysis.this paper uses educational theories such as Xi Jinping's youth social responsibility to theoretically analyze the connotation,hierarchical structure,psychological structure and development stage of biological social responsibility literacy,so as to provide a theoretical basis for follow-up research.Secondly,the connotation of high school biology social responsibility literacy and the form of Likert scale are combined to design a questionnaire to investigate the students of three different levels of senior high schools in Huangzhou city.SPSS17.0 is used for data analysis to understand the current situation of students' social responsibility literacy.Interview method is used to understand teachers' understanding of social responsibility literacy and teaching difficulties.Third,based on the contents of the two modules of "steady state and balance" and "biology and environment" selectively required in the newly revised biology textbook,this paper excavates and combs the materials of social responsibility education,analyzes the connotation,hierarchical structure and development stage of social responsibility education,and uses relevant theories to discuss the strategies for the cultivation of social responsibility literacy of senior high school students,and compiles a teaching design case focusing on the cultivation of social responsibility.Provide case support for this study.The conclusions of this study are as follows:(1)Through the refinement of the connotation of biological social responsibility literacy,we can have a clearer understanding of its connotation and the standards that students should meet,so as to provide a more accurate orientation for the cultivation of biological social responsibility literacy.(2)The investigation and statistics show that:(1)under the conditions of different levels of schools,different grades,different class types,whether or not to serve as class cadres,there are certain differences in the current situation of students' social responsibility literacy;(2)students at all levels have the rational cognition of basic biological social responsibility,but lack the power of responsibility action;(3)teachers lack corresponding targeted educational materials in the implementation of social responsibility literacy teaching;(4)strengthening the development of biological practice can enhance students' biological social responsibility.(3)It is feasible to cultivate the social responsibility literacy of biology by using the strategies of reverse teaching design,creating teaching scene,carrying out practical activities,paying attention to educational evaluation and integrating into Chinese traditional culture.(4)The three teaching designs which focus on the cultivation of social responsibility compiled by the teaching materials can provide some reference and reference for front-line biology teachers.