Practical Research On The Teaching Strategy Of Cultivating Social Responsibility In Senior High School Biology Teaching

Social responsibility was formally proposed for the first time as one of the elements of core competencies in biology in the "General High School Biology Curriculum Standards"(2017 edition).The physical,mental and character development of high school students was at an important stage.Focusing on the development of social responsibility at this stage would help promote the implementation of core literacy and the overall development of students.Through the precise guidance of curriculum standards,the analysis of college entrance examination questions,combined with the current situation of high school students social responsibility,It showed in this study that put forward corresponding teaching strategies for the current situation of high school students' social responsibility,and provided a teaching plan with practical value for high school biology teachers to infiltrate social responsibility,and also provided reference for promoting the landing of the purpose of the subject curriculum.It was firstly analyzed in this study a large number of literature materials,studied the dimensions and levels of social responsibility in the curriculum standards,analyzed the social responsibility questions related to biology in the 2021 new college entrance examination,and clarified the definition of the core literacy and social responsibility of biology and the current research status at home and abroad.Aiming at the elements related to social responsibility in the new curriculum standard,a questionnaire on the status quo of high school students' biology-related social responsibility was designed,taking students from a senior high school in Panshan County as the research object,from "love life","protect the environment","subject practice" " Questionnaire surveys were carried out on five dimensions of "Hot Issues" and "Family and Country Feelings".The survey results were showed that the current students' performance in the three dimensions of "environmental protection","hot issues",and"family and national feelings" is relatively high,but relatively low in the two dimensions of"love of life" and "discipline practice".indicating that there is different room for improvement in the education of high school students social responsibility.Based on the precise guidance of curriculum standards,the analysis of college entrance examination questions,the analysis of local excellent teaching cases and the data analysis of the survey results,Here were three teaching strategies proposed by this study for cultivating students' social responsibility in high school biology classrooms: daily life,responsibility awakening;Universal meaning,responsibility construction;Discipline meaning,responsibility strengthening;based on this line,four teaching cases to improve the level of social responsibility were designed,based on "Protein is Life Activity",which was compulsory for high school biology in the Human Education Edition.The main undertaker of the "Reduction of the Activation Energy of Chemical Reaction" and the four new courses of "Quantitative Characteristics of Populations" and "Energy Flow of Ecosystems",which were optional compulsory 1 was coursed in high school biology of the People's Education Edition,are used as examples to carry out the practice.The data analysis method was showed that after implementing the teaching strategies proposed in this study,there was a certain degree of improvement in the five dimensions of students' social responsibility.The results of this research was provided a teaching strategy for the cultivation of social responsibility in high school biology teaching.