| Biology Curriculum Standards for Senior High Schools(2017 edition)clearly put forward the basic concept of "core literacy as the purpose" to train students in various aspects.Some front-line teachers and researchers are committed to exploring scientific and reasonable teaching methods to achieve the implementation of core literacy training.As one of the four core qualities of high school biology,social responsibility reflects students’ knowledge,ability,emotional attitude and values from various aspects,and its attention is gradually increasing.Biological knowledge is closely related to life,so life-oriented teaching is a good teaching method to cultivate social responsibility.Through the collating and analyzing of literature,it is found that in the selection of life-oriented teaching content,many teachers and researchers focus on social hot news,life examples or textbook text,but ignore the important role of textbook columns.So this study is somewhat innovative.This study analyzes the current situation of cultivating social responsibility from both theoretical and practical aspects,proposes effective strategies for cultivating social responsibility in life-style teaching based on textbook columns,and provides references for front-line teaching through testing in teaching practice.A variety of research methods are adopted in the process of exploring the cultivation of social responsibility in life-oriented teaching based on textbook columns.Firstly,literature research is used to analyze and sort out the status quo of life-oriented teaching and the cultivation of social responsibility,sort out the relevant conceptual definition and theoretical basis,and clarify the research direction.Secondly,questionnaire survey was conducted on students to understand the current situation of social responsibility cultivation.Quantitative analysis of survey results was conducted based on Likert scale to clarify the problems existing in the cultivation of social responsibility.The survey results showed that the four dimensions of social responsibility level in high school biology need to be improved,and the scientific practice dimension was the last.Through interviews,front-line teachers are interviewed to investigate their implementation and difficulties in the process of cultivating social responsibility.The interview results show that teachers do not have a deep understanding of the connotation of social responsibility,a biological literacy,and do not have a clear division of its dimensions.Thirdly,the teaching strategy of cultivating social responsibility in life teaching based on textbook columns is put forward,and the columns in textbooks with strong correlation with social responsibility are analyzed.The textbook columns are respectively applied in teaching introduction,main teaching situation and teaching summary,and the corresponding teaching cases of different strategies are designed through case analysis to provide reference for teaching practice.Finally,the experimental research method is used to apply the teaching cases to the teaching practice.The experimental class and the control class are tested by questionnaires.The quantitative questionnaires of the two classes are analyzed by statistical analysis method,and the social responsibility level of students is tested by combining teacher interview,student interview and achievement analysis.The practical conclusion is that life-oriented teaching based on textbook columns can effectively improve students’ level of social responsibility.After theoretical and practical analysis,this study draws the following conclusions:First,reasonable teaching strategies can stimulate students’ interest,so as to achieve the cultivation of social responsibility.Second,make full use of textbook columns to improve the teaching effect.Thirdly,life-oriented teaching can cultivate students’ knowledge application ability.Fourthly,life-oriented training of social responsibility is helpful to improve students’ performance.Therefore,teachers should pay more attention to textbook columns in practical teaching,integrate biological knowledge reasonably,stimulate students’ interest in learning from various aspects,and guide students to transform theoretical knowledge into practical application,so as to effectively implement the cultivation of social responsibility. |
