| Social responsibility is regarded as one of the key competency of biology in Biology Curriculum Standards for Ordinary Senior High Schools(2017edition,2020 Revision),and it is collectively referred to as the key competency of biology together with the sense of life,scientific inquiry and scientific thinking.It is emphasized in the curriculum standard that key competency is the goal of the education,and how to promote the key competency in the actual teaching process should be taken as the basic requirement of curriculum design and implementation.In 2016,the Ministry of Education proposed in the Developing Key Competency of Chinese Students that social responsibility was one of six competencies,responsibility undertaking.In 2019,eight basic principles to promote education modernization were expounded in China's education modernization 2035,including,pay more attention to the priority of moral education and more importance to all round development of the students and so on.The research aims to try effective teaching strategies for cultivating students' social responsibility and implementing the requirements for cultivation of the students' key competency in curriculum standards.The literature research,interviews,questionnaires survey and case studies were used to conduct the research and life-oriented teaching linking biology strategy which linked biological principles with daily life was applied to cultivate students' social adaptability and social responsibility.The main findings are as follows:(1)Based on the curriculum standards,a questionnaire for students and teachers about the current situation of social responsibility cultivating in junior high school was formulated through literature research combining with interviews with related teachers and experts,which covered four dimensions,namely,paying attention to social issues,sense of environment protection,cherishing life and scientific exploring.A total of 200 students from four classes of eighth grade were given the questionnaires and the results of the questionnaires showed that42.2% of the students had less social participation,they lacked the consciousness of actively paying attention to social hot issues and had low ability to distinguish superstition and pseudoscience;29.3% of students lacked awareness of environmental protection and had not enough action in environment protection;35.8% of the students were weak in consciousness of life cherishing,which were reflected in their unhealthy living habits and less caring for the lives of others;30.6% students were lack of interest in scientific exploring and low ability in practice.(2)The analysis of pre-experiment questionnaire survey of teachers and interview outline indicated that the principle of cultivating students' social responsibility and the life-oriented teaching were not fully enough to be valued by some teachers;on the other hand,limited class teaching times,lack of available resources and some other factors made teachers seldom to full use textbook sections such as science,technology and society.(3)In light of the analysis of the columns and contents of the textbooks combined the actual situation of the students and the preliminary investigation results,six principles were used to implement life-oriented strategies,which included "improving the professional skills of teachers","creating real situations in daily life ","carefully searching the life-oriented materials in the textbooks","inspiring teaching content to life-oriented","teaching closely associating daily life experience" and "paying attention to life practice in teaching evaluation ".On this basis,the life-oriented teaching framework was built,and the related teaching materials were selected to design life-oriented teaching cases which were applied to make students be able to link learning process with life experience and to bring real life into biology and let biology move towards life.(4)The post-test of student questionnaire survey was conducted to analyze the effect for cultivation of students' social responsibility after the life-oriented plans designed were implemented.The results indicated that after the life-oriented teaching were implemented,the average score of social responsibility in the experimental class was higher than that of the control class and was also higher than that of the pre-test score.The independent sample test results of post-test scores revealed that there were significant differences between experimental class and control class in the four dimensions of social responsibility(P<0.01).The paired sample test presented that there were extremely significant differences in the four dimensions of social responsibility between the post-test and the pre-test in the experimental class(P<0.01),in contrast,there were no significant differences in the four dimensions of social responsibility between pre-test and post-test in the control class.The research demonstrated that the life-oriented teaching strategy was effective in cultivating students' social responsibility and the experiment in the research proved the life-oriented teaching was feasible and practical in middle school biology class.It was suggested that teachers should try to excavate the materials related to social responsibility in textbooks,use life-oriented teaching model to connect students' learning,social responsibility and social life,hence to cultivate students' sense of social responsibility when they design the teaching plan. |
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