Research On The Status Quo And Strategy Of Social Responsibility Training In Junior High School Biology Teaching

Since ancient times,our country has paid great attention to the cultivation of social responsibility.Whether it is Zhongyan Fan said thousands of years ago," worry before the people worry,happiness after the people happy ",or the contemporary core literacy advocated in the "responsibility to bear ",we can see the degree of attention to " social responsibility " education in China.Today,with the increasingly fierce international competition,the country has higher and higher requirements for the quality of excellent talents,and the core of the quality of excellent talents is social responsibility.Therefore,how to carry out social responsibility education for social citizens and improve the overall quality of citizens has become a hot issue in current education research.In 2017,the curriculum standard of biology for senior high school(2017Edition)issued by the Ministry of education highlighted the educational value of biology,in which social responsibility,life concept,scientific thinking and scientific inquiry are the four core qualities of biology.Under this background,the practice of biology teaching in junior high school should keep up with the development of the times and the needs of the society,and put the education of social responsibility into the concrete teaching of biology teaching,so as to promote the all-round achievement of students' core accomplishment.Therefore,in order to better carry out social responsibility education in biology teaching in middle school,the author has carried out theoretical and practical research on how to carry out social responsibility education in biology teaching in junior high school.Firstly,this paper discusses the research status at home and abroad,defines the purpose and significance of this study and research ideas.Secondly,through reading a large number of relevant literature,this paper defines the concepts of core literacy,biological core literacy and social responsibility,based on Dewey's pragmatism education thought,STSE education theory and constructivism theory,and analyzes the cultivation value and significance of social responsibility in junior high school biology teaching according to the current social background.On the basis of theoretical research,a questionnaire is designed to investigate the social responsibility education of biology teachers and students in junior high school.Through the analysis of the survey results,the problems existing in carrying out social responsibility education in biology classroom teaching in junior middle school are summarized,including:junior high school students' understanding of "social responsibility" is relatively shallow,teachers' understanding of "social responsibility" under core literacy is insufficient,and teachers' way of carrying out social responsibility education is relatively single.On the basis of analyzing the existing problems and carefully studying the biology teaching materials in junior high school,this paper puts forward some strategies to carry out social responsibility education in biology teaching,including: improving teachers' professional quality and optimizing the construction of teaching staff;deeply excavating teaching material resources and carrying out responsibility education flexibly;connecting with life and infiltrating social responsibility education;carrying out social responsibility education in new teaching,experimental and refresher courses;adapting measures to local conditions and carrying out social responsibility education in practical activities;updating evaluation system and diversifying evaluation system.In order to verify the effectiveness of the strategy,some of the teaching contents in the teaching materials are designed and analyzed according to the proposed teaching countermeasures,and the proposed strategies are further improved.The following conclusions are drawn from the above research: First,social responsibility training in junior middle school biology teaching is very important and imperative;second,the current junior high school students have a relatively shallow understanding of social responsibility,and students hope that teachers will develop through multiple channels Social responsibility education;three,the current teachers in the process of social responsibility training has insufficient ideological understanding,a single training path and other issues;fourth,through the mining and combing of the content of junior high school biology textbooks,it is found that junior high school biology textbooks contain rich Resources that can be used for social responsibility education;Fifth,the practical results show that the teaching strategies proposed in the thesis can effectively cultivate the social responsibilities of middle school students.