Investigation And Research On The Social Responsibility Of High School Students Under The Concept Of Chemical Key Competences

As the backbone of social development in the new era,high school students shoulder the important task of building the motherland.The strong degree of their social responsibility is related to the prosperity of our motherland.The Development Plan of National Medium and Long-Term Education Reform(2010-2020)emphasizes that “focusing on improving the social responsibility of students serving the people of the country” as the strategic focus of future education.At the same time,the social responsibility of cultivating students is listed as the top three priorities of quality education.The five-dimensional high school chemistry key competences is proposed in the revised high school chemistry curriculum standard revised in 2017.The key competences of “Science Spirit and Social Responsibility” reflects the importance that high school chemistry attaches to the development of a solid social responsibility.As a key subject,chemistry closely links the knowledge of chemistry with society,life and environment.It is also an inevitable requirement for curriculum reform to cultivate the sense of social responsibility of high school students in chemistry teaching.It can be seen that starting from the core of chemical chemistry,the status quo of the development of contemporary high school students' social responsibility is put forward and the targeted training suggestions are put forward to provide a theoretical basis for the implementation of China's chemical key competences.Based on the core literacy of “social responsibility”,the research on the social responsibility of high school students is divided into the following five parts: The first part is the introduction,expounding the background and research significance of this research,combining the core literacy and society at home and abroad.The research status of responsibility has clarified the basic ideas and research methods of research.The second part is the theoretical basis of the research.It defines the related concepts of social responsibility,analyzes the connotation of social responsibility under the core literacy concept,and draws the external manifestation of high school students' social responsibility,There are five levels,namely attention,recognition,correlation,participation and analysis,a brief description of the self-evaluation theory based on questionnaires;The third part is the investigation and research.A total of 687 students from a city-level high school and township high school in Jiangxi Province are surveyed to understand the overall development of high school students' social responsibility,analyze survey data,and explore gender,grade and urban-rural differences.It has an impact on the development of high school students' sense of social responsibility.The fourth part is the training suggestion of high school students' social responsibility.From the three perspectives ofchemistry classroom teaching,chemistry experiment and chemistry teacher,it puts forward some points of cultivating high school students' social responsibility in chemistry teaching.The fifth part is the conclusion and outlook.The main conclusions of this study are as follows: on the whole,the overall development of social responsibility of high school students is good,and it is better in terms of participation and recognition dimensions of social responsibility,attention dimension have yet to be improved.Compared with gender and urban & rural school factors,the school segment has a greater impact on the development of high school students' social responsibility.Therefore,it is necessary to infiltrate social responsibility education in high school.