The Current Situation Of Fostering Social Responsibility In The Teaching Of The History Of Biological Sciences In High Schools

With the promulgation of the new version of the curriculum standard,core literacy has gradually become a hot topic,this study focuses on the history of science content in the high school biology compulsory "Molecules and Cells",and studies the current situation of social responsibility cultivation in the teaching of the history of science.It aims to explore the relationship between the history of science and social responsibility literacy in core literacy and the current situation of social responsibility cultivation in the teaching of history of science.Based on General Secretary Xi Jinping's theory of youth social responsibility and Piaget's constructivist theory,a questionnaire survey method was used to study three ethnic middle schools in Hainan Prefecture,Qinghai Province.Social responsibility literacy is divided into four dimensions,scientific essence scientific research spirit,ecosystem civilization development,safety and health protection of people,biotechnology to solve problems these four dimensions.Social responsibility is similar to emotional attitude values.The best dimension for cultivating social responsibility in the history of biological sciences is the scientific essence of scientific research spirit,and the lowest scoring dimension is biotechnology to solve problems.The history of science can attract students' interest in learning,and the three dimensions of social responsibility are directly proportional to the interest in learning,and only the dimension of the development of ecosystem civilization is more from the subtle influence of life.There is a significant positive correlation between the teaching of the history of science and the cultivation of social responsibility.Problems found were: Regarding the dimension of safety and health protection of people,there are fewer scientific history materials in textbooks.Students are deficient in linking theory with practice.Biology lessons are small,time-consuming,and the knowledge points that do not appear in the exam questions may not have enough time to explain.In order to deal with these problems,the strategies for solving these problems include teachers who need to improve themselves and supplement some of the history of science in the classroom.In the classroom,we need to pay attention to strengthening the integration of theory with practice.Explain the application of theory in real life.It is recommended to increase the amount of lessons and design the topics comprehensively.