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

Improving the students’ awareness of social responsibility is one of the basic strategies of our education,and the basis of implementing the core literacy of the biology discipline.However,the teaching of SSI(socioscientific issues)is one of the methods to cultivate social responsibility.By introducing hot social issues into the classroom,students are encouraged to debate from different perspectives and seek reasonable solutions,which is conducive to improving students’ thinking level and sense of responsibility.However,at present,there are few special researches on students’ social responsibility education using social science issues(hereinafter referred to as SSI),and no systematic and standardized research system has been formed.Therefore,the application of SSI in high school biology teaching to cultivate students’ social responsibility can not only broaden the application field of SSI teaching,but also enrich the classroom practice of using SSI to cultivate students’ social responsibility,which has important social value and practical significance.The main purpose of this study is to explore the impact of SSI in the classroom on students’ social responsibility.The research methods include literature research,questionnaire survey,text analysis and experimental research.Firstly,by referring to domestic and foreign literatures,relevant concepts were defined and social responsibility was divided into five dimensions: social participation,caring for life,healthy life,environmental protection and scientific practice,and the research status of social responsibility and SSI at home and abroad was reviewed.Secondly,it sorted out the content of social responsibility in the compulsory biology textbooks of high school and made clear the SSI suitable for cultivating students’ social responsibility.Finally,SSI teaching cases were designed and studied in practice,and two teaching cases,"Safety of genetically Modified Food" and "Advantages and Disadvantages of genetic testing",were analyzed.The teaching effects of SSI were tested before and after questionnaires.Research results:(1)Compared with before the teaching experiment,students in the two classes improved in the five dimensions of social responsibility,but the improvement effect of the experimental class was more obvious.(2)It can be seen from the feedback sheet of students’ learning that compared with before teaching,students have a broader,more rigorous and comprehensive perspective on problems,and can clearly recognize their social responsibilities.The results show that it is feasible to use SSI in high school biology teaching to cultivate students’ social responsibility,which can greatly improve students’ sense of responsibility,improve their ability to analyze and answer practical problems,and make them more willing to participate in social affairs.Finally,the author summarizes the shortcomings of this study and looks forward to the future.