A Study On The Development Of Senior Secondary Students’ Biological Social Responsibility

This article is based on the core biology literacy content of the General High School Biology Curriculum Standards(2017 Revision)(hereinafter referred to as the "New Curriculum Standards").Until now,social responsibility has been placed in the realm of moral education,the new curriculum standards explicitly incorporate social responsibility into the core of biology literacy,so it is particularly important to cultivate students’ social responsibility in biology.The purpose of this paper is to study the present situation of high school students’ social responsibility training and how teachers can better cultivate students’ social responsibility literacy in high school biology teaching.Literature research,questionnaire survey,interview and case study are used in this paper.Firstly,a great deal of literature on the training of high school students social responsibility,to understand the current research situation and significance of training high school students at home and abroad;The three concepts of responsibility,social responsibility and social responsibility in high school biology core literacy are defined.Secondly,according to the content of social responsibility in biology core literacy of the new curriculum standard,combining with the previous researches,the social responsibility questionnaire was prepared,the high school students were surveyed,and the biology substitute teachers were interviewed to understand the social responsibility status of the current high school students.Then,it analyzes the present situation of students’ social responsibility,puts forward feasible training strategies for the corresponding problems,compiles corresponding teaching cases and carries out teaching practice.Finally,the conclusion is reached through practical feedback.The following results were obtained from the study:(1)To comb through the knowledge of social responsibility in the 2019 humanities high school biology required 1,2,optional 1 and optional 2 textbooks;(2)To put forward five social responsibility training strategies: teachers should renew their educational concepts and take on the important responsibility of social responsibility training;Focus on social hot spots and cultivate students’ consciousness of "concern for society,rational explanation".Create the real situation and cultivate the students’ consciousness to cherish life and live a healthy life.Connect with the reality of life and cultivate the habit of "protect the environment and start with me".Carry out social practice and cultivate students’ ability to "carry out practice and solve problems’ ’.(3)Students’ social responsibility literacy improves after teaching practice: they can gradually pay attention to social hot spots and participate rationally in the discussion of hot topics;More understanding of the meaning of life,to establish a precious consciousness of life;Willing to protect the environment from oneself;The biological knowledge learned can be applied to social practice.By combing the contents of compulsory and part of elective courses in 2019 new textbook of people’s education edition,this paper excavates a lot of contents about cultivating social responsibility,and provides effective training strategies and some teaching cases for social responsibility.I hope the above content can provide reference for high school biology teachers to better cultivate students’ social responsibility.