The Study Of BOPPPS Model Introduced Into High School Biology Teaching To Cultivate Students’ Social Responsibility

High school students are in a critical period of personality and value formation,and the cultivation of social responsibility is the need for students’ personal development,as well as the requirements of the times and society.The "General High School Biology Curriculum Standards"(2017 edition revised in 2020)(referred to as the "Curriculum Standards")lists social responsibility as one of the four core qualities of biology,which can be seen.In order to implement social responsibility,the author applies the basic concept of "people-oriented,teaching process emphasizes practice,academic evaluation promotes development" and the BOPPPS model in the "Course Standard" to the teaching to cultivate students’ social responsibility.This paper first analyzes the research status of BOPPPS teaching mode(Bridge-in,Objective,Pre-assessme,Participatory,Post-assessment,Summary)and social responsibility,and makes a theoretical framework for the comprehensive research on the proposed BOPPPS teaching mode and social responsibility training.According to the "Curriculum Standards",the content of biological social responsibility is divided into four dimensions: paying attention to social issues,advocating life and health,optimizing ecological awareness and carrying out scientific practice,and cognitive,emotional and behavioral levels.On the basis of theoretical research and questionnaire design,the current situation of social responsibility four dimensions and three levels of social responsibility was investigated.It was found that students had strong social responsibility in advocating the dimension of life and health,but lacked different degrees of social responsibility understanding in paying attention to social issues,optimizing ecological awareness and carrying out scientific practice,and their understanding of the three levels of social responsibility cognition,emotion and behavior was also unsatisfactory.Interviews with teachers found that teachers’ understanding of the connotation of social responsibility cultivation,willingness and initiative to cultivate social responsibility were insufficient,and the teaching mode of social responsibility was not clear enough.In view of the above problems,the study based on the second grade students of a middle school in Kunming City,using the BOPPPS teaching mode to carry out teaching design,studied and constructed four teaching cases closely related to the cultivation of social responsibility population characteristics,biodiversity and its protection,and carried out practice.The result show that The introduction of BOPPPS teaching mode in high school biology teaching is an effective means to cultivate students’ social responsibility.The BOPPPS teaching model helps to cultivate students’ awareness of social issues,ecological and biodiversity protection,and increase the motivation of scientific practice;At the same time,the teaching mode deepens students’ understanding of the importance of environmental legislation,enhances students’ pride in China’s ecological construction achievements,puts forward feasible suggestions for caring for the elderly on the basis of improving cognition and awakening emotions,and implements practical activities such as population investigation into action,so as to promote the improvement of social responsibility behavior.