Research On Cultivating Of Students' Social Responsibility Based On The Concept Of "Development Promoted By Academic Evaluation" In High School Biology Curriculum

In the context of a new round of curriculum reform,promoting the formation of core competencies in biology has become a key task for high school biology teachers.As an important part of the core competencies of biology,social responsibility is worth exploring how to effectively cultivate students' social responsibility in biology teaching.This study starts from the requirements for the cultivation of students' social responsibility in the "General High School Biology Curriculum Standard(2017 Edition,revised in 2020)",and expounds the necessity of cultivating students' social responsibility for the development of society and students.Based on the observation and investigation of the current situation of high school students' social responsibility cultivating,the research is based on STSE education theory,humanistic psychology theory,postmodernism and reverse teaching design mode.This article has six chapters.The first chapter is the introduction,which mainly explains the background and significance,research content and research methods.The second chapter,the theoretical overview,mainly introduces the connotation and related theoretical basis of social responsibility in biology,and divides social responsibility into four dimensions: social participation,scientific practice,environmental protection and healthy life.The third chapter is a research on the current situation of social responsibility training in high school biology teaching.Based on the definition of concepts,an observation table is designed,and an interview outline is designed on the basis of the interpretation of classroom observation results.Although teachers have a relatively deep cognition of the connotation of social responsibility and attach great importance to the cultivation of social responsibility in their subjective consciousness,due to the limitation of classroom time,the pressure of teaching tasks and the lack of students' willingness to learn social responsibility,the actual teaching results The situational teaching strategies and the teaching strategies of social science topics cannot be used to cultivate social responsibility.Teachers affirmed the role of evaluation in promoting social responsibility training,and put forward suggestions for evaluation implementation.The fourth chapter is based on the social responsibility training strategy and case design based on the concept of "academic evaluation promotes development" in high school biology courses,and proposes strategies:(1)Carry out reverse teaching design and make preparations before class;(2)Evaluation integrates common strategies and implements classroom teaching;(3)Assign social activity tasks and guide after-school practice.Instructional design is carried out according to the proposed strategy.The fifth chapter is based on the practice research of social responsibility training based on the concept of "academic evaluation promotes development" in high school biology courses.Based on the definition of core concepts,the pre-and post-test questionnaires for social responsibility level are designed,and classroom observation and pre-and post-test are carried out around the implementation of teaching cases.The results It is proved that the proposed strategy has a certain effect on promoting the cultivation of students' social responsibility,and the strategy is perfected.Chapter 6 Conclusions and Prospects,draw the following conclusions:(1)The social responsibility in the core competencies of biology includes four dimensions;(2)Teachers should further increase the importance of students' social responsibility training;(3)Teachers should implement the "academic evaluation" in the training of social responsibility.(4)The cultivating strategy of students' social responsibility based on the concept of "development promoted by academic evaluation" in high school biology courses is feasible and effective,and has a certain reference value for teaching implementation.Finally,reflect on the improvement of this research.