Practical Research On The Application Of SSI In Junior Middle School Biology Classrooms To Cultivate Students’ Attitude Responsibility

Attitude responsibility is an emerging vocabulary in the field of biology education in China.It was proposed as one of the core literacy of biology in the Biology Curriculum Standards for Compulsory Education(2022 Edition),covering scientific attitudes,health awareness,and social responsibility.It is an important embodiment of the biology curriculum to internalize the knowledge and ability and apply it to the actual reflection of personal and social life.Socioscientific Issues(SSI)involve a wide range of levels,covering politics,economy,society,environment,ethics and many other fields.Because of its scientific,social,controversial and dilemma characteristics,SSI teaching Strategies are often used to cultivate students’ scientific literacy and social responsibility,and are relatively mature teaching strategies in international education.Therefore,this study attempts to apply SSI in junior middle school biology classrooms to cultivate students’ attitude responsibility.On the basis of analyzing the literature to define the concepts of SSI and attitude responsibility and the progress of related research at home and abroad,this study combs and analyzes the contents of the junior middle school biology textbooks in the People’s Education Edition that focus on cultivating attitude responsibility,and sorts out the content that is suitable for using SSI to cultivate attitude responsibility Teaching content,taking students from a middle school in Guangdong Province and biology teachers from 18 middle schools in the province as subjects,conducted a questionnaire survey to understand the status quo of junior middle school students’ attitude and responsibility and the status quo of biology teachers’ cultivation of students’ attitude and responsibility.Based on the SSI teaching framework and two teaching cases,two classes with similar attitudes and responsibilities were selected as the experimental class and the control class respectively.Based on the SSI teaching strategy,"The Role of Animals in the Biosphere","Humans’ Effects on Bacteria and The Utilization of Fungi" was applied in the classroom,and the effectiveness of SSI in cultivating students’ attitude and responsibility was discussed through the pre-and post-test analysis of the experimental class and the control class.The results show that:(1)The attitude responsibility of some junior middle school students still needs to be strengthened,and the teacher’s cultivation of students’ attitude responsibility has a situation that emphasizes theory but lacks practice.(2)In junior middle school biology textbooks,there are many contents that are suitable for using SSI teaching strategies to carry out teaching activities.Through textual and practical research,we sorted out more teaching content suitable for using SSI teaching strategies to cultivate attitude and responsibility,designed and implemented an SSI teaching framework suitable for junior middle school biology,and achieved good classroom results,which shows that in junior middle school biology Applying SSI in the classroom is feasible.(3)The effect of teaching practice From a vertical perspective,the application of SSI in junior middle school biology classrooms has a positive effect on cultivating students’ attitude and responsibility.The posttest average of the total score of attitude and responsibility in the experimental class increased by 1.78 compared with the pre-test average,the difference was significant(p<0.05),and the post-test average of the scientific attitude and social responsibility dimensions were significantly higher than the pre-test average(p<0.05).The post-test mean value of attitude and responsibility in the control class using conventional teaching increased by 0.71 compared with the pre-test mean value,and the post-test mean value of the social responsibility dimension increased by 0.35 compared with the pre-test mean value.From the perspective of horizontal comparison,the post-test mean value of the total score of attitude and responsibility of the experimental class is 0.85 higher than that of the control class,and the post-test mean value of the scientific attitude dimension of the experimental class is 0.57 higher than that of the control class,and the difference is significant(p<0.05).The results of this study show that the application of SSI teaching strategies in junior middle school biology classrooms has a positive effect on the improvement of the core literacy of students’ attitude and responsibility,especially the improvement of the dimensions of scientific attitude and social responsibility.The practice process and results of this study can provide reference for the localization research of SSI teaching,and provide experience and suggestions for the cultivation of students’ attitude and responsibility in junior middle school biology teaching.