Research On The Infiltration Of Social Responsibility Education Into Biology Classroom Teaching In Senior High School

Social responsibility is one of the important content for the core quality development of Chinese students,which is also reflected in the curriculum standards for biology in ordinary high schools(2017 edition).It is an effective way to conform with students development and implement the education of "Fostering Morality and Cultivating virtue".The study aims to understand the current situation of high school students' social responsibility,guided by biology curriculum standards,dug out social responsibility in high school biology textbooks published by people's education edition,looked for effective teaching methods of infiltrate social responsibility education in high school biology classroom teaching,and integrate it into high school biology classroom teaching.In this study,"social responsibility education infiltrate into high school biology classroom teaching" is explored from three aspects.First of all,through literature analysis,teased the development status of social responsibility education at home and abroad,had a preliminary understanding of the social responsibility education system.Secondly,according to the content of social responsibility in the curriculum standards for biology in ordinary high school(2017 edition),determined four dimensions of social responsibility,questionnaire survey of first-grade students of M middle school in nanchang,jiangxi province.Finally,detailed analyzed related to social responsibility in high school biology textbooks,through the experimental method,two parallel classes in the first grade of M Middle School in Nanchang City,Jiangxi Province are taken as practical research objects carry out for one semester research.The research found as follows: Students of this school have a certain sense of social responsibility.In the dimension of "forming ecological consciousness and participating in environmental protection practice",most students can protect the environment;But overall,the sense of social responsibility of students in this school is relatively weak,especially in the dimension of "scientific practice,solving relevant biological problems in real life",the sense of responsibility of students is the weakest.Through the teaching experiment of two parallel classes for one semester,the post-test analysis of the questionnaire survey,the analysis of the final examination results and the interview analysis of some students,found as follows: It is feasible and effective to infiltrate social responsibility education into classroom teaching.However,there is no significant difference in students' academic performance,it might becausethat there is no essential connection between social responsibility and academic performance.The examination of students is mainly related to basic knowledge and conclusions of biology,while social responsibility emphasizes more factors of emotional attitude and values.