Practical Research On Cultivating Students' Social Responsibility In Biology Teaching In Senior High School

Social responsibility is an enduring topic,which is endowed with different connotations in different times.Today,international competition is very fierce,the importance of Chinese social responsibility is particularly significant.However,at present,people's sense of social responsibility is showing a serious decline.Therefore,it is necessary to strengthen people's sense of social responsibility.In particular,high school students,as the hope of the country and the future of the nation,are also imminent to cultivate the sense of social responsibility.China's "biology curriculum for senior middle school(experimental draft)" published in 2003,mentioned that school education should pay attention to the cultivation of students' social responsibility,and classified "social responsibility" to the teaching objective of emotional attitude values.The core literacy of "the standard of biology in general high school(2017 Edition)" puts social responsibility as one of the four core qualities of biology,and it is related to other three major accomplishments closely,the concept of life is the basis,scientific thinking and scientific inquiry are the methods and ways to construct the concept of life,finally,the social responsibility consciousness is formed.So,it is necessary to explore ways and means to improve students' sense of social responsibility.,based on the core literacy of biology.This paper is based on the specific content of the social responsibility of biological core literacy,and on the basis of the analysis of the degree of the sense of social responsibility of the students,and combining the characteristics of the biology subject,explores the effective teaching methods for the development of the social responsibility of the students.In order to enrich the research of social responsibility theory,and put forward some teaching suggestions for the biology teachers in the middle school,to change the status of the high school students' sense of social responsibility.This study is based on literature research,questionnaire survey,interview and software analysis.The thesis is divided into five chapters:Chapter?: Introduction.It includes the background of the research,the significance of the research,the status of the research at home and abroad,the innovation point and the heavy and difficult points of the research,the general framework of the research,and the main research methods of the subject according to the general framework.Chapter ?: The theoretical basis of the research.Firstly,it defines the core concepts of "responsibility","social responsibility","social responsibility of middle school students" and "social responsibility of biological science".Secondly,this paper introduces three theories supporting the subject research,namely,Dewey's pragmatic educational thought,STSE educational theory and moral education theory.Chapter ?:Investigation and analysis of social responsibility of high school students.The questionnaire used in the survey is determined by partly revised according to the questionnaire of Li Qian's biological emotion attitude values of Liaoning Normal University,and consulted many times with the students and tutors.The questionnaire,based on the definition of the social responsibility of biological core literacy,and the social responsibility theme related to secondary school biology mentioned in Zhao Hui and Long Qiuyue "based on the construction of life concept and the cultivation of biological social responsibility",determine the four dimensions of social responsibility: social participation,protection of the environment,cherishing life and healthy life,and scientific practice..SPSS software was used to test the reliability and validity of the questionnaire,Cronbach's alpha =0.802 was greater than 0.7,and the reliability of the questionnaire was good.The validity test result is KMO=0.787,whose value is greater than 0.6,that is,the questionnaire questions are valid,that is,the questionnaire has good reliability and validity,so this questionnaire can be used for investigation.The questionnaire survey selected 188 students from four classes in the first grade.On the basis of a questionnaire survey of the students,in order to understand the degree of social responsibility of the students more accurately,the teachers were interviewed.Based on the survey results and on the basis of literature reading,i try to design a teaching plan that can enhance students' sense of social responsibility.Chapter ?:Practical research and result analysis of senior middle school students' sense of social responsibility.First,determine the object of the study.Before this educational practice,we first investigated the social responsibility of students.the results showed that class(101)there were no significant differences in the four dimensions of social responsibility between class(112),So make sure that these two classes are the subject of research.Class(101)was a control group of 49 students in class,(112)class were experimental group of 45 students.Taking the "molecular and cell" module of high school biology compulsory education as an example,the author selected the content of social responsibility education in this module.According to the questionnaire of the students in the previous chapter,and the analysis of the interview results of teachers,summing up the reasons for the serious decline in social responsibility of high school students,and combining with the characteristics of the subjects,trying to put forward a teaching method that helps to cultivate students' social responsibility,which including cooperative learning,situational teaching,inquiry based teaching and STSE education.Using these methods to optimize teaching design,and through educational practice,verify the feasibility and effectiveness of teaching methods for cultivating students' social responsibility.The results show that the teaching effect of the experimental class is obviously better than that of the control class,that is,to adopt appropriate teaching methods in the teaching of biology helps to improve the sense of social responsibility of the students.Chapter ?:It is the conclusion and prospect of the research.In biology teaching,the use of cooperative learning method can improve the learning efficiency,make students aware of their sense of responsibility to the collective and society,guide students to pay attention to society and participate in the discussion of social affairs,and indirectly awaken students undefined consciousness of social participation.Situational teaching method helps students to link theoretical knowledge and life reality,and makes students learn to explain some social problems with biological knowledge and make rational judgments.Inquiry teaching method can help students to acquire and understand knowledge,and help to cultivate students' hands-on ability and the ability to apply biological knowledge to scientific practice and to solve practical problems.Carrying out STSE education will make students more aware of the importance of protecting the environment and establish a sense of social responsibility to protect the environment.Therefore,the application of cooperative learning method,situational teaching method and inquiry teaching method to optimize the teaching design of STSE education is helpful to the promotion of studentsundefined social responsibility.