A Practical Research On The Permeation Of Social Responsibility In High School Biology Life Teaching

With the progress of The Times,the society has higher and higher requirements for talents,and the high-quality talents with practical work and responsibility are more suitable for the survival and development of modern society.Life-based teaching,as a new teaching method that organically combines classroom teaching with social life,can increase students’ life experience,strengthen perceptual knowledge,enrich emotional experience,cultivate social responsibility,guide students to apply knowledge to practice,and improve students’ practical ability.In response to the requirement of "Common High School Biology Curriculum Standards(2017 Edition,2020 revision)" to cultivate students’ core quality of "social responsibility",based on the close connection between high school biology and social life,it is an ideal teaching way to improve students’ practical ability and enhance social responsibility by using life-oriented teaching in high school biology teaching.First of all,this study adopts the literature research method to systematically comb the domestic and foreign research status and theoretical basis of life-oriented teaching and social responsibility,defines related concepts,and analyzes the teaching content related to life and social responsibility in the 2 modules of biology compulsory course in high school.Secondly,using the current investigation method,interview method and practice research method,a middle school in Guiyang carried out a current investigation,to understand the current situation of biological life-oriented teaching and high school students’ sense of social responsibility.Two parallel classes(Class 5,Class 6)in grade1 were selected as practice objects to carry out a semester of practice research.To explore the impact of life-oriented teaching on students’ social responsibility in biology,the specific results are as follows:(1)The survey shows that: on the one hand,from the perspective of life-oriented teaching,students generally agree that biology is closely related to life;Life-based classroom teaching can arouse students’ interest in learning more;Students’ attention to life is not high;The awareness and ability to apply knowledge to solve life problems are generally average.On the other hand,from the perspective of social responsibility,students’ social responsibility is general,among which the awareness of social issues,life and health is general,the awareness of scientific practice is relatively low,and the awareness of ecology and environmental protection is relatively high.The analysis of each dimension shows that students can generally reach a higher level of consciousness in level 1 and Level 2,while the overall level is low in level 3 and level 4.In addition,it can be seen from the results of teacher interviews that most teachers do not have adequate understanding of the connotation and teaching concept of life-oriented teaching,lack of living resources,lack of ability to effectively combine teaching content with life,and do not pay enough attention to life content.It emphasizes the importance of social responsibility to the development of students,but due to the influence of various factors,it is unable to fully and effectively implement social responsibility literacy;Teachers should have a solid theoretical foundation,accumulate rich life materials,observe and participate in relevant training,strengthen cooperation and communication,understand students’ life experience and ability level,establish an effective connection among life,biology and social responsibility,and carry out teaching with a target.(2)The practical research results show that: from the whole point of view.Life-oriented teaching has an obvious effect on the improvement of students’ social responsibility,among which,it has the most obvious effect on the dimension of paying attention to social issues,and it also has an obvious effect on the two dimensions of scientific practice,life and health,while it has a small effect on the dimension of ecology and environmental protection.From each dimension,life-oriented teaching has little effect on the improvement of social responsibility level 1 and Level 2,but has significant effect on level 3 and level 4.In conclusion,compared with the conventional teaching mode,life-based teaching is an efficient and highly practical teaching method,which plays a greater role in promoting students’ social responsibility literacy.Finally,based on the current investigation and practical results,as well as my own practical experience,this paper discusses 6 mistakes and 8 advantages of life-oriented teaching,and puts forward 9 strategies of life-oriented teaching to infiltrate social responsibility from the two levels of school and teacher.