Research On The Cultivation Of Social Responsibility In High School Biology Teaching

"Core literacy" is the key to curriculum education reform in the 21st century.It lacks"core literacy," and the curriculum education reform loses its soul.In 2016,the "China's Students Development Core Literacy" published by the Beijing Normal University and other universities and joint research groups was formally announced.The first of the six literacy systems "responsibility" literacy is the "Social Responsibility" literacy,"Social Responsibility "It is an important accomplishment for Chinese students to develop their core qualities.Subsequently,"social responsibility" was put forward as one of the four aspects of biological core qualities.Social responsibility is an important goal of biological core qualities and social responsibility has received unprecedented attention in our country.Cultivating students' biological social responsibility in high school biology teaching will help the core accomplishment to really fall.Based on the cultivation of core literacy,this paper conducts a preliminary study on the cultivation of biological social responsibility in high school biology teaching.The paper is divided into five parts.The first part is the introduction.It introduces the background and significance of this research,and determines the research content and research methods.The second part is the literature review.Through the analysis of literature,it defines the concepts of core qualities,biological core qualities,and social responsibility,clarifies the relationship between three-dimensional goals and core accomplishment goals,and studies the social responsibility at home and abroad in biology teaching.The status quo is combed.The third part is the investigation and analysis of the status quo of the cultivation of social responsibility in high school biology teaching.The questionnaire survey of the status quo of the cultivation of social responsibility in biology teaching was conducted with the senior high school biology frontline teachers.It was found that the cultivation of social responsibility in high school biology teaching exists the core of teacher learning biology.The enthusiasm of literacy and social responsibility is not enough,and the promotion of the core literacy of the school needs to be strengthened and other issues are addressed.Based on the existing problems,suggestions are made on the regional departments,schools,and teachers in three aspects:The regional departments must improve the evaluation indicators for schools.Schools should do a good job of high school biology teacher training,create a good academic atmosphere,teachers should strive to explore ways to cultivate social responsibility and design excellent teaching design.The fourth part is the strategy for cultivating social responsibility in high school biology teaching.Based on literature analysis,questionnaire analysis and exchanges with excellent teachers,this paper proposes four social responsibility cultivating approaches:conducting life-based teaching and infiltrating and conducting biology in the classroom.Relevant extra-curricular activities,periodical debates on knowledge involving biological and social issues,relevant exercises for peacetime practice and examination design,and specific instructional design and analysis of corresponding cultivating strategies.The fifth part summarizes and prospects for the study,sums up the achievements and deficiencies of this research,and hopes that in the future work,the teaching design in this article can be practiced in high school biology teaching,and its effectiveness can be tested,so as to propose more effective and optimized.Nurturing strategy.