Practical Research On Cultivating High School Students’ Social Responsibility Based On Biological Social Issues

"Social responsibility" is an important part of the core literacy of biology discipline,while biological social issues are a series of social problems brought about by the development of biological science and technology,such as the protection of ecological environment,the safety of genetically modified food,etc.Influenced by personal experience,life background and values,people often hold different views on these social issues.A large number of studies at home and abroad show that the discussion of social issues can help students improve their scientific literacy and cultivate their decision-making ability and moral concept.The content of this paper is how to use biological social issues to cultivate high school students’ social responsibility literacy,the purpose is to explore the feasibility of biological social issues in high school biology teaching,promote the development of students’ social responsibility,enrich the theoretical research on social responsibility and biological social issues in China.Firstly,this study used literature analysis method to sort out the relevant theoretical contents of social responsibility literacy and biological social issues.Based on the connotation of social responsibility,from four dimensions of "life and health","ecological environment","topic judgment" and "social practice",a questionnaire was prepared for the current situation of social responsibility cultivation of senior high school students.This paper investigates the students of grade one in three senior middle schools in Yuncheng city.On the basis of investigation and research,the teaching strategy of cultivating social responsibility based on biological social issues is constructed,and the teaching strategy is applied to the teaching practice for action research.The results show that the level of social responsibility of senior one students in Yuncheng needs to be improved.Students have not developed the consciousness and habit of healthy life;Students can protect the environment in small things around them,but lack of thinking about ecological environment problems;Students pay less attention to social issues and lack the ability to judge issues and make scientific decisions.Students have fewer opportunities to participate in social practice activities.Based on the survey results,this study designed four teaching strategies to cultivate social responsibility based on biological social issues,including situational teaching,group cooperative learning,problem guidance and role playing,referring to the teaching model of social decision-making and moral thinking,and conducted an action research for one semester.The results show that students have a high interest in learning biological social issues,students can make correct judgments and decisions on biological social issues through topic teaching,students’ sense of social responsibility has been improved to a certain extent,and the content and form of teaching biological social issues need to be further enriched and improved.