Practical Research On The Application Of SSI In High School Biology Teaching To Cultivate Students' Social Responsibility

With the rapid development of society and science and technology,cultivating students' core literacy has become an important goal of curriculum reform in the 21 st century.In the new curriculum standard,the core literacy of biology discipline composed of life concept,scientific thinking,scientific inquiry and social responsibility is proposed,among which social responsibility is not only the core literacy emphasized by all disciplines,but also has its own subject characteristics in biology classroom teaching.However,at present,there are very few special studies on Socioscientific Issues(hereinafter referred to as SSI)for social responsibility education for students,and no standardized research system has been formed.Therefore,the cultivation of students' social responsibility in high school biology teaching expands the application field of SSI teaching,and enriches and develops the research work of cultivating the sense of social responsibility,which has important social value and practical significance.This topic adopts literature research method,questionnaire survey method,text analysis method,educational experiment method and mathematical statistics method,according to the problems found in the investigation of the current situation of high school students' social responsibility training,discusses the practical application of SSI in high school biology teaching,aiming at cultivating students' social responsibility.First of all,through the literature review,the relevant concepts are defined,and the five dimensions of social responsibility are divided: environmental protection,scientific practice,social participation,healthy life,care for life,and the domestic and foreign research status of social responsibility and SSI teaching is combed.Secondly,analyze the current situation of social responsibility training of high school students through students and teachers' questionnaire survey,find the problems of students in different dimensions of social responsibility and analyze the reasons,understand teachers' cognitive level of social responsibility education,and grasp the current reality of teachers' implementation of social responsibility education.Thirdly,the contents of high school biology compulsory 1 and 2textbooks are excavated,and Socioscientific Issues that are closely combined with high school biology textbooks and suitable for students' social responsibility education,are summarized to provide optional material resources for frontline biology teachers to apply SSI to cultivate students' social responsibility.Finally,the SSI teaching scheme was designed and practical research,two teaching cases of "Safety of Genetically Modified Food" and "Reproductive Clone Man" were analyzed,and the SSI teaching effect was tested through questionnaire post-test.Research results: Before teaching practice,two parallel classes,Class 10 and Class 16 of Senior Two were randomly selected to conduct a pre-test on students' social responsibility.It was found that there was no significant difference in the level of social responsibility of students in the two classes,which could be used for educational experiments.Class 16 of Senior Two was set up as an experimental class,and SSI was used to carry out biology classroom teaching.Class 10 of Senior Two was used as a control class to teach with the traditional teaching method.After the teaching practice,a post-test was conducted on the social responsibility of the students,and it was found that there were significant differences in the level of social responsibility between the experimental class and the control class,and the five dimensions of social responsibility consciousness of the experimental class were improved compared with the control class.The research shows that it is feasible and effective to use SSI in high school biology teaching to cultivate students' social responsibility literacy.It can improve students' strong consciousness of protecting environment and protecting life and strengthen students' practical ability to solve production and living problems.It helps students form a healthy and scientific lifestyle and promotes students to actively participate in social and public affairs.However,due to the influence of some subjective and objective factors,there are still some deficiencies,which need to be further corrected and improved.