Based On The Core Literacy Of Biology, High School Students' Social Responsibility Survey And Teaching Strategy Research

High school students are at an important stage of physical and mental development,and it is a crucial period to cultivate a good sense of social responsibility and form innovative talents in the new era.Based on the analysis of the basic situation of high school students 'social responsibility through questionnaire survey,this study puts forward the current situation of high school students' social responsibility and its key issues,in order to infiltrate social responsibility education and teaching in the biological classroom and ensure new courses The achievement of "core literacy" in the standard provides reference materials and provides valuable classroom teaching strategies for biology teachers.Based on a large number of literature searches,this study summarizes the previous researches of the previous generation,analyzes the definition of biological core literacy and social responsibility,and research status at home and abroad,and designs high school students for the elements of social responsibility in the new curriculum.The questionnaire of bio-related social responsibility,and the reliability and validity of the questionnaire were tested.Further using questionnaire surveys and data analysis to explore the source channels,concerns,rational attitudes,value orientation and other issues of high school students' biological-related social responsibility,the article also discusses the main influencing factors that affect the formation of good social responsibility of high school students The effective teaching strategies and suggestions for cultivating students' sense of social responsibility in the senior middle school biology curriculum are put forward.The sample originated from Tianjin Middle School,District Key Middle School,General School,Rural Middle School and other schools with a total of 727 high school students.A questionnaire survey was used to test the current status of high school students' bio-related social responsibility.The results show that most high school students have an understanding of biological issues and can actively discuss the knowledge learned in the biology classroom.Able to care for life,have the consciousness of protecting animals and caring for the sick,and maintain good green environmental habits in daily life.However,for students at different levels of schools,there are significant differences in their knowledge,environmental awareness and behavior,and health awareness(P<0.05).Among them,students from key middle schools in the city have better environmental awareness.In contrast,students from key middle schools in the city did not perform as well as those from rural middle schools.Students of different genders have significant differences in enthusiasm for discussing biological issues,mastery of hot knowledge,and green health behavior(P<0.05).Boys generally like to discuss biological issues,but they are inferior to girls in environmental protection practice.Students of different academic levels have significant differences in their enthusiasm for discussing biological issues,mastery of hot knowledge,and environmental awareness(P<0.05).The top students are better than the students with learning difficulties in these three aspects.After relevant analysis,it is found that The academic level is obviously positively related to their social responsibility development level,which also shows the important role of biology education in high school.This article's preliminary research concludes that compared with the knowledge in textbooks,high school students' concerns and discussions on social issues are still insufficient.The enthusiasm of students to participate in environmental protection activities needs to be strengthened,and they are less involved in social practice activities in their daily learning life,and they cannot improve their awareness of solving life problems through effective scientific practice.In addition,the level of social responsibility development of students in different classification dimensions is uneven.The teaching suggestions of this study are as follows: Teachers should consider the environmental factors,teacher factors and student factors that affect the formation of social responsibility,make good use of existing biological textbooks,network resources and social resources,and popularize biological knowledge in a timely manner,and try to develop Practice teaching activities related to social responsibility.The city's key middle schools should pay attention to the teaching and learning of students,and the rural middle schools should pay attention to the penetration of social knowledge to help students discern superstition and pseudoscience.Solve realistic problems with existing ideas and put them into action in a timely manner;encourage students with learning difficulties to participate in biological practice activities and increase their interest in learning.In addition,biology teaching should pay attention to the formation of students 'rational attitudes,and then promote the development of students' social responsibility,so that students actively participate in the discussion of social issues and make scientific explanations to form a good social responsibility.