Practical Research On The Cultivation Of Students’ Social Responsibility By SSI Teaching In High School Biology Classroom

Due to the rapid development of science and technology,human life has become simpler and happier,and there have also been many controversial social practical issues,such as whether vaccines are safe,whether to promote test-tube babies,whether global warming is a good thing or a bad thing,etc.,and such topics are also called "Socio-scientific Issues"("SSI").SSI teaching is mainly to use SSI in the classroom,and to carry out teaching,train learners to distinguish between right and wrong,solve problems,and be willing to practice,so as to form the awareness of caring for the environment and living a healthy life.According to the requirements of social development policies and the needs of students’ physical and mental development,education should focus on enhancing students’ awareness of social responsibility and developing students’ core literacy.It has been mentioned many times in the "General High School Biology Curriculum Standards(2017 Edition 2020 Revision)" that the use of "SSI" is used to cultivate students’ social responsibility and develop students’ core competencies in biology.Researches at home and abroad have found that after the SSI teaching,students’ ability of argumentation,speculation and informal reasoning have been exercised,and at the same time,it can better enable students to form correct three views and improve their sense of social responsibility.However,there are still few research results on the integration of SSI education and life science to cultivate students’ social responsibility.School and middle school biology teachers are on how to use SSI to cultivate students’ social responsibility and develop students’ biological There are still many questions and obstacles in the core literacy of academic disciplines.In view of this situation at this stage,this study tries to help more biology teachers pay attention to the development of students’ social responsibility at this stage by carrying out SSI teaching in biology teaching,so as to promote the healthy growth of students,and also give a lot of Biology teachers who are busy on the front lines of teaching provide some educational references.This study uses the literature research method to retrieve a large number of foreign scientific research papers on social scientific issues and social responsibility,and divides it into four dimensions based on the connotation of social responsibility in the core literacy of biology.Using text analysis,this paper summarizes the list of SSIs that highlight social responsibility in the 2019 PPE version of the compulsory textbooks for high school biology.At the same time,in order to have a more in-depth understanding of the SSI teaching situation,this study took the first-line biology teachers of the fourth high school in a city as the main interview objects,and carried out an investigation on the situation of teachers’ SSI teaching in teaching,and analyzed the situation of SSI teaching in teaching.The school is currently facing several problems in carrying out SSI teaching and cultivating students’ social responsibility.Based on the survey results and teaching situation,through the study and understanding of many papers and cases,and self-summarization,this study extracted the SSI teaching process of cultivating students’ social responsibility in biology teaching.Through the quasi-experimental method,the control class and the experimental class were selected,and a pre-test was carried out for the experimental class and the control class through a questionnaire on the current situation of social responsibility cultivation in high school biology teaching.In the design case,after the selected experimental class has completed the implementation of SSI education,the post-test is carried out on the social responsibility status of students.Finally,through the pre-and post-measurement questionnaires between the experimental class and the control class,the results and problems of SSI teaching in biology classrooms were analyzed,and conclusions were drawn and corresponding suggestions were provided.The research results show that both SSI teaching and regular teaching in biology classroom can promote the improvement of students’ social responsibility,but the improvement of social responsibility of students who receive SSI teaching is significantly greater than that of students who receive regular teaching.In terms of "issue concern and rational explanation",the students who received SSI teaching have a greater improvement in their ability to judge issues,and are more likely to pay attention to social issues,participate in relevant social activities through their own actions,and exert their own influence.In the aspect of "scientific practice,problem solving",the students who received the SSI teaching for one semester have a more thorough and extensive understanding of using biological knowledge to solve practical problems,and the tendency to try to participate in practice is also more obvious.In the aspect of "caring for the ecology and protecting the environment",after the SSI teaching was carried out,students paid more attention to their attitudes towards others,society and nature,and became more aware of their own awareness of protecting the environment and ecology.In the aspect of "caring for life and living a healthy life",after the SSI teaching was carried out,the students developed a good awareness of life and health,and were more able to carry out their own responsibilities.Scientific knowledge about healthy life awareness,such as preventing infectious diseases,prohibiting drug use and drug trafficking,etc.To sum up,SSI teaching has played a certain role in promoting the development of students’ biology and social responsibility.This study can provide reference for front-line teachers who want to carry out SSI teaching in biology courses,and can also provide reference for teachers of other disciplines to carry out SSI teaching to promote student development.