The Practical Research On Cultivating Students' Social Responsibility In High School Biology Teaching

The social talent training demand has undergone great change along with the rapid development of economy and technology.The cultivation on the core quality of students becomes vital for curriculum reform in the 21 st Century.The core quality of Biology course is put forward according to its characteristics in The Criteria for Biology Course in Senior High School(2017 Edition).It is divided into four dimensions including life concept,scientific thinking,scientific exploration and social responsibility.Among them,not only is social responsibility the core quality commonly emphasized by all courses,but it is also endowed with some Biology teaching characteristics.It is of great social value and practical significance to strengthen social responsibility education according to the characteristics of Biology course.The paper is aimed to explore the effective strategy to cultivate students' social responsibility in senior high school Biology teaching.The questionnaire survey method is adopted to investigate the status of the Biology social responsibility of one hundred and four freshmen from a senior high school as well as the teaching social responsibility of all the Biology teachers from the school.The social responsibility teaching material implied in the first compulsory textbook of PEB(The People's Education Press)is excavated and analyzed fully.On the basis,experimental methodology is adopted to carry out research on the cultivation on the social responsibility of students in senior high school Biology teaching according to the actual situation of students.Four teaching strategies suitable for the cultivation on the social responsibility of students are put forward,including situational teaching strategy,Socioscientific Issues teaching strategy,scientific history teaching strategy and STS teaching.They are applied to teaching and the social responsibility of students before and after the teaching research istested.The conclusion is as follows:(1)The social responsibility sense of the students from the experimental class and the control class was generally similar but generally poor before the research.It needs to be further improved.In general,teachers were willing to accept the new concept of core quality education.They recognized the importance of cultivating students social responsibility in biology teaching.However,there were still some difficulties about the development of social responsibility education in teaching.(2)After the research,the average scores of the four-dimension social responsibility of the experimental class grew by 3.08,3.52,3.22 and 2.52 respectively.The average scores of the four-dimension social responsibility of the control class grew by 1.64,1.64,1.42 and 0.94 respectively.The average scores of the four-dimension social responsibility of the experimental class were significantly higher than those of the control class.The difference was significant statistically(p < 0.05).It was showed that students social responsibility could be effectively cultivated through the aforementioned four teaching strategies as well as the strategy optimization teaching design.However,there were still many problems in the research due to some factors,such as the short research time and the lack of teaching experience.It is still necessary to carry out further research in the future.