Practical Research On Cultivating Students' Social Responsibility In Senior High School Biology Teaching Under Core Literacy

Under the background of the education task of "establishing morality and cultivating talents",quality education has been fully integrated into senior high school front-line classrooms,and core literacy has become the focus of talent training."The ordinary high school biology curriculum standard"(2017 edition),points out that high school biology discipline core literacy including life idea,scientific thinking,scientific inquiry,four dimensions of social responsibility,"social responsibility" as the core accomplishment of one of the dimensions,how to effectively train students' social responsibility in teaching is biology teachers to solve the problem.In this study,we firstly analyzed the current situation of domestic and international research and related theoretical foundations through literature analysis,and defined the core concepts of core literacy and social responsibility in biology.Secondly,the current situation of students' social responsibility in biology and the current situation of teachers' cultivation of students' social responsibility in teaching were investigated by using questionnaire and interview methods,respectively.On this basis,four major strategies for cultivating students' social responsibility in high school biology teaching were proposed,combining the objectives and principles of cultivating students' social responsibility: updating educational concepts and exploring the content of teaching materials;using teaching methods flexibly to stimulate students' interest;carrying out practical activities and innovating teaching forms;and connecting with the reality of life and introducing social hotspots.Finally,the experimental research method was used to conduct teaching practice of cultivating students' social responsibility in high school biology teaching,and the changes of students' social responsibility level in the experimental group and the control group before and after the teaching practice were compared to test the effectiveness of the teaching strategies.The results of the study showed that: first,before the teaching practice,high school students' social responsibility level was not high,teachers lacked initiative in cultivating students' social responsibility,and their understanding of knowledge related to core literacy and social responsibility was not deep enough;second,after the implementation of teaching practice,the teaching strategy proposed in this study could effectively improve students' social responsibility in the four dimensions of concern for hot spots,cherishing life,protecting the environment,and scientific practice Second,after the implementation of the teaching strategies proposed in this study,the level of students' social responsibility in the four dimensions of concern for hot topics,cherishing life,protecting the environment,and scientific practice can be effectively improved.In conclusion,it is necessary to cultivate social responsibility in high school students,and this study can provide reference for high school biology teachers to cultivate students' social responsibility in teaching,and can also provide reference for teachers of other subjects to penetrate social responsibility education in teaching.It is expected that this study can promote the real implementation of social responsibility literacy,and also provide material for related theoretical studies in China.