Research On The Status Of Social Responsibility In The Core Literacy Of Senior High School Students

Core literacy is the foundation and core of China's education development at present,and it is a target system that must be established for cultivating future social talents.The core qualities include life concept,rational thinking,scientific inquiry and social responsibility and these four aspects are interactions and focus on cultivating students' knowledge,ability and comprehensive quality.This paper focuses on the social responsibility part of high-shcool students,to provide information for studying the cultivation strategy of social responsibility in high-school biology teaching activities.This paper investigates the current situation of high school students' social responsibility,in order to have a clear understanding of high school students' feelings of social responsibility,viewing of some phenomena in today's society,serving community by using their knowledge they have learned in classing,discriminating the pseudo scientific phenomena in the society,popularizing the correct scientific knowledge,and advocating the protection of the environment.At the same time,it provides materials for further research on core literacy and social responsibility,helps front-line teachers to change teaching mode and teaching strategy,and gradually achieves the goal of transforming knowledge into literacy.Taking the high school students and teacheres from Zigong No.1 Middle School as an example,this study adopts the literature method to carry out a detailed study on social responsibility by using the questionnaire survey method to investigate the students at different levels and teacher's social responsibilitity views and confusion in their practice.Some representative students were selected for interviews about their understanding of social responsibility.Some social cases related to students were used for analyzing current situation of students in social responsibility and how to improving.The major results in present paper are as fellows:1.The questionnaire survey on students indicated high-school students know little on what and why about most social issues.They only have a superficial understanding of some social issues,while most students say they have only heard of them.This shows,nowadays,students are unable or unwilling to understand the development and changes of the society after studying,and they are not paying enough attention to or even unconcerned to the society they live in.Students have little awareness of their responsibilities in society.The results of teachers' investigation show that most teachers do not fully understand the accomplishment of nuclear social responsibility,and still use traditional teaching methods in teaching,paying attention to the mastery of knowledge rather than the improvement of ability or core accomplishment.2.Students attention for social events have partiality.According to the questionnaire survey,most high school students pay attention to entertainment events,followed by social anecdotes,and least attention is paid to national politics and new scientific and technological inventions.This phenomenon is reflected that high school students do not realize they are the future successors of society and pay insufficient attention to their own country and social development.Through the investigation,it is found that teachers are unfamiliar with the integration of social responsibility literacy in biology teaching after the new curriculum reform,the fundamental reason is that there is no driving force to change teachers and there is no platform or opportunity for teachers to learn.3.According to some cases and the results of interviews with students,the current students,in fact,have strong awareness of environmental protection,can identify some pseudo scientific phenomena and penetrate some social fraud by applying their own knowledge,but only here,but have no consciousness for disseminating these environmental protection concepts and propagating the scientific power by their capacities.4.This study analyzes the knowledge points of social responsibility literacy different chapters as the focus of cultivating students' social responsibility literacy.Design teaching methods.Through analysis and summary,there are many teaching points that can be integrated into social responsibility literacy in compulsory three courses,which are closely related to society,and can be used as a reference for teachers' teaching practice.5.Practice tests the feasibility of cultivating students' social responsibility literacy in biology teaching.On the basis of sorting out the teaching points of social responsibility literacy,this study explores the cultivation methods of social responsibility literacy in the classroom,explores the appropriate teaching methods.6.By practicing of teaching on “Ecological Agriculture”,it is feasible to cultivate students' social responsibility literacy through biology teaching.Through the study of special courses,the students who teach are investigated by questionnaire,interview and analysis.The results show that the students' attention to their hometown and society is significantly increased through the study of special courses,but the change of one class is not enough to enable students to participate in social affairs actively.Conclusion: There are three there are three main reasons for the weakening of high school students' social responsibility literacy: the confinement of traditional thought,the influence of surrounding environment and foreign culture.