Cultivation And Practice Of Senior High School Students’ Social Responsibility

With the limited resources of the earth and the growth of the population,the pressure of human survival is gradually increasing,which makes the earth overburdened.As an important inhabitant of the earth,China attaches great importance to the construction of the ecological civilization.However,the real core driving force of ecological civilization construction comes from all citizens.Only when everyone establishes correct core values,improves their ecological civilization literacy,and becomes an ecological citizen,can real sustainable development be achieved.As future citizens and home builders,high school students are very important to improve their ecological civilization literacy.In the education of middle school students,the core literacy of high school biology also puts forward social responsibility requirements for students.In the exploration of the new curriculum reform,the front-line teachers found that the ecological civilization education which uses local elements has advantages of emotional and behavioral training to improve students’ social responsibility literacy,so it is very suitable to be integrated into the teaching of biology.In order to improve the ecological civilization quality of high school students and cultivate their social responsibility.This research takes senior high school students from J High School in Yuxi City,Yunnan Province as the research object,and through a questionnaire survey,deeply analyzes the current situation and causes of high school students’ ecological civilization literacy level,and combines teaching experience and literature review to analyze the ecological civilization education using local elements.main problems,and put forward corresponding solutions to the problems.Among them,as a high school biology teacher,you can improve the ecological civilization literacy of high school students by integrating ecological civilization education into regular teaching.In order to achieve better teaching effects,use the familiar local elements to carry out ecological civilization education.The author summarizes the content of ecological civilization teaching and extracurricular activities that are suitable for integrating local elements,and designs ecological civilization education teaching courses and extracurricular activities that integrate local elements,and conducts teaching practice research on the classes taught by the author.The comparative analysis of the group and the control group,the comprehensive teacher evaluation,and finally the evaluation of the teaching practice effect.The main research results are as follows:(1)From the results of the questionnaire,we can see that the overall average of J senior high school students’ ecological civilization literacy is 3.88 points,in which the average scores of knowledge,consciousness and behavior are 4.26 points,3.33 points and 4.05 points respectively(the total scores are 5 points).(2)The overall average of the ecological civilization literacy of the students in the first,second and third grades of senior high school was3.94,3.80 and 3.88 respectively.The results of SPSS single factor ANOVA showed that the students in the first grade of senior high school were significantly higher than those in the second grade of senior high school,P<0.05,and there was no significant difference between the other grades.The overall average of ecological civilization literacy of students who participated in and did not participate in environmental protection activities was 3.91 points and 3.69 points respectively,P<0.001,with significant difference.(3)At present,ordinary high schools still face many difficulties in implementing ecological civilization education by using local elements,including low emphasis of schools,insufficient ability of teachers,lack of relevant textbooks and courses,and low ecological civilization literacy of social and family members.(4)Through the ecological civilization education using local elements in biology teaching,the average value of the final self-evaluation scale of the experimental class and the control class was 56.60 points and 46.51 points respectively,P<0.001,there was a significant difference;The average test scores were 38.02 and 29.86 respectively,P<0.001.There was a significant difference.The two evaluation methods showed that the experimental class was significantly higher than the control class.The teacher’s evaluation of the teaching model of the experimental class was also very good,and the average value of all aspects was close to 5 points.The main research conclusions are as follows:(1)The overall level of ecological civilization literacy of J senior high school students is good,but there are some differences in internal indicators.The ecological civilization awareness and behavior score are low,and there is a phenomenon of "different knowledge and practice".(2)Grade factors and students’ ecological civilization literacy do not show a positive correlation trend,indicating that senior high school teaching has failed to improve students’ ecological civilization literacy,but participation in environmental protection activities has a positive impact on the cultivation of senior high school students’ ecological civilization literacy.Teachers should properly carry out ecological civilization and environmental protection activities and extracurricular practice activities suitable for students in combination with local resources.(3)It is suggested to solve the relevant difficulties of ecological civilization education by strengthening the reform of college entrance examination,increasing teacher training,developing school-based curriculum,infiltrating ecological civilization education into disciplines,and improving relevant legal systems.(4)Through sorting out the teaching materials,it is found that infiltrating ecological civilization education into biology teaching is a practical way to improve students’ ecological civilization literacy.(5)Through the research of teaching practice,it is comprehensively analyzed from the aspects of students’ self-evaluation,test question feedback,teachers’ evaluation and students’ observation of daily behaviors.It is found that compared with ordinary ecological education,ecological civilization education using local elements can achieve better teaching results,help to cultivate students’ social responsibility in ecological civilization literacy,and help to solve the problem of "knowledge and practice are different" to a certain extent.