The Current Situation,Problems And Countermeasures Of Cultivating Students’ Social Responsibility In Senior High School Biology Teaching

Under the background of the latest basic task of education,quality education is integrated into the front-line classroom in an all-round way,and the core literacy has become the focus of cultivating talents."Social responsibility" is one of the four core literacy of senior high school biology.How to effectively cultivate students’ social responsibility is an urgent problem for biology teachers.This study determines the research direction according to the requirements of biology curriculum standards,the needs of science and technology development and the needs of students’ own development.The research topics are selected.The specific research contents and the purpose and significance of the research are determined by combining the educational theories of famous educators Dewey and Bruner.This study is divided into four stages: document sorting,research and analysis,design teaching and writing of papers.Each stage follows the principles of pertinence,practicability and feasibility.It adopts literature research method,questionnaire survey method,interview method,statistical analysis method,case analysis method and other methods to carry out the research.First,the author looks up the abundant literature,combs the theoretical support and basis of the relevant research,clarifies the basic connotation and knowledge extension of the core concept from the key words of the project,defines the core concepts of responsibility,social responsibility and core literacy of biology discipline,and comprehensively understands the current research status of social responsibility in biology teaching at home and abroad.Secondly,according to the literature,the author uses the excellent questionnaire for reference,and modifies it according to the actual situation of this study.Finally,two questionnaires are prepared.The senior high school students and the first-line biology teachers are taken as the survey objects to understand the social responsibility level of high school students and the status quo of the teachers training students’ social responsibility in the high and middle biology teaching.The data of the questionnaire were analyzed by using the analysis software Excel and SPSS statistics22.In order to understand the status quo and problems of students’ social responsibility training more comprehensively from the perspective of teachers,and make the survey results more authentic,the author also interviewed five senior high school biology teachers with different situations,which were inspired by many.The survey found that the social responsibility level of senior high school students is not high,and there is still a big room for improvement: at present,high school students have certain ecological environmental protection and healthy life awareness,but their ability of action is poor;It can distinguish feudal superstition,but some widely spread pseudoscience is difficult to identify;Most high school students have no habit of focusing on biological hot topics;Most students can not solve the real problems in life with biological knowledge.There are still some problems in cultivating social responsibility: Teachers’ understanding of the core literacy of biology is not enough,and their understanding of social responsibility is not specific;The initiative of teachers to train students’ social responsibility is not enough;The thought of exam oriented education has not been completely separated from the classroom;The importance of the school needs to be strengthened.In view of these problems,the corresponding improvement measures are put forward.For example,the regional education department should improve the evaluation index of the school,not only the score theory;The school should do well in the training of teachers,and pay attention to the improvement of teachers’ theory and skills;Teachers should try to explore the ways to cultivate social responsibility and design excellent teaching cases;To carry out education,teachers should make rational use of modern multimedia tools;The advantages of complementary colleagues.Then,the author analyzes and combs the training objectives,levels and specific contents of social responsibility in the curriculum standard and new textbooks.Based on the results of the investigation,according to the characteristics of biology and the physical and mental development of senior high school students,the author extracts four basic principles of cultivating high school students’ social responsibility literacy: the principle of permeability,the principle of full membership,the principle of practicality and the principle of science.Based on the understanding of the current situation and problems of the teaching of social responsibility in senior high school,the paper puts forward six strategies to cultivate social responsibility in biology teaching: creating teaching situation and infiltrating social responsibility;To set up experimental courses to cultivate students’ ability;Carry out practical activities and internalize social responsibility;Focus on hot topics and improve awareness level;Explore the resources of teaching materials and optimize the teaching design;Pay attention to education evaluation and receive real-time feedback.Four courses are selected in the compulsory module of biology textbook(2019 Edition)of human education edition.Combined with the above strategies and the above four basic principles,detailed cases are designed for reference.Finally,the conclusion is drawn:the research on social responsibility training in teaching is in the initial exploration stage;At present,the social responsibility level of high school students is not high,and there is a great room for improvement;The initiative of teachers to train students’ social responsibility needs to be strengthened,and the core literacy and relevant theoretical knowledge of social responsibility are relatively lacking;At present,the evaluation methods of school,teachers and parents on high school students are still relatively single,the result oriented is the main,and academic achievement is the key point;The social responsibility of high school students should be combined with the practice of extracurricular practice.It is expected that this study can promote the real implementation of social responsibility literacy,and also provide some materials for the domestic theoretical research.