Research On The Teaching Practice Of Junior Middle School Biology Cultivating Students' Social Responsibility

With the continuous development of China's economy,the requirements for talent training have changed.The education reform with the theme of core literacy has deeply affected the basic education and teaching.As one of the core literacy of biology,social responsibility is a necessary core literacy for students to integrate into the society and adapt to the future life.Therefore,it is necessary for teachers to implement the cultivation requirements of social responsibility literacy in daily teaching.This research mainly adopts literature research method,questionnaire survey method,text analysis method,action research method and mathematical statistics method,to carry out teaching practice research on the cultivation of students' biological social responsibility literacy.The first is to use the literature research method to define the relevant concepts of social responsibility,summarize and sort out the research status at home and abroad,and interpret the requirements of curriculum standards.Secondly,through questionnaire survey and data analysis,it is found that there is a lack of social responsibility cultivation in biology teaching of junior middle schools in Haikou City,that is,teachers do not pay enough attention to it,and students' awareness of social responsibility needs to be improved.Thirdly,on the basis of literature review,questionnaire analysis and textbook analysis,four teaching strategies for the cultivation of social responsibility in junior high school biology classrooms are proposed.Finally,on the basis of the previous research,the four teaching strategies proposed are used to carry out teaching practice in two parallel classes in the first grade of the internship school.Practice results: first,the independent sample t-test results of parallel classes showed that compared with the normal teaching control class,the students in the experimental class using the proposed strategy teaching have significantly improved their biological social responsibility literacy in the four dimensions of social participation,scientific practice,ecological environmental protection and life health.Second,the performance of students in the teaching practice shows that compared with the control class,the students in the experimental class have a significantly higher degree of participation in classroom teaching activities.Research conclusion: practice results show that the situational teaching strategy of integrating social issues,the experimental teaching strategy for improving scientific practice ability,the extracurricular activity strategy for strengthening responsibility and the proposition evaluation strategy for consolidating responsibility literacy,can significantly improve students' social participation,scientific practice ability,environmental protection and healthy life awareness,and effectively implement the teaching goal of cultivating students' biological social responsibility literacy.After teaching practice and problem reflection,the author has three suggestions for the cultivation of students' biological social responsibility literacy.First,teachers should pay attention to the accumulation of teaching materials to improve the interest of the teaching.Second,teachers should encourage and evaluate in time to improve the timeliness of training.Third,teachers should pay attention to teaching by words and deeds to improve the demonstration of education.