Research On The Penetration Of SSI Education In Biology Teaching In High School

Social science issues(SSI)refers to a series of controversial issues that have emerged with the rapid development of modern science and technology.SSI education is based on social science issues(SSI)as a source of education.It is a problem created by teachers.The situation guides students to carry out discussion,reasoning,judgment and decision-making,thereby promoting students to form scientific and reasonable attitudes and correct values of teaching activities."General High School Biology Curriculum Standards(2017 Edition)" emphasizes SSI education and explains in detail its important role in promoting the development of core literacy in students' biology disciplines.With the new round of college entrance examination system reform and curriculum reform in China,the country is paying more and more attention to the cultivation of students' comprehensive qualities and core qualities,and the importance of SSI education is becoming increasingly prominent.Based on this,this study focuses on the penetration of SSI education in high school biology teaching.The author uses literature research and questionnaire survey methods to understand the current status of SSI education penetration in high school biology teaching,and summarizes the current problems of SSI education penetration in high school biology teaching:(1)Teacher level:teachers attach importance to SSI education The degree needs to be improved,teachers' own SSI knowledge reserves are lacking,and teachers have limited time to effectively penetrate SSI education;(2)student level:students have insufficient understanding of social science issues,and students' learning situation on social science issues needs to be improved The communication between students and teachers needs to be strengthened.In view of the above problems,the causes of problems in SSI education in high school biology teaching are analyzed from three aspects:school,teachers and students,and corresponding solutions are proposed based on constructivist theory,humanistic learning theory and dialogue teaching theory:(1)Vigorously strengthen teacher training;(2)actively develop topic resources;(3)reasonably conductinstructional design;(4)effectively promote students' independent learning.In order to promote the effective penetration of SSI education in high school biology teaching.In order to allow SSI education to penetrate effectively in high school biology teaching,the author has designed a scientific practical plan.First,according to the curriculum standards,the SSI education content involved in the high school biology compulsory module and optional compulsory module is excavated;second,the teaching process is designed from the aspects of selection and introduction,discussion,decision-making,evaluation and practice of SSI;Furthermore,the analysis summarizes several common SSI education teaching strategies,such as situational teaching and problem-leading strategies;finally,the author selects six typical social science topics to design teaching cases in order to provide reference for front-line teachers And help,and selected different social science topics in educational internships,and infiltrated SSI education in the three classes of the first grade he taught.After the implementation of the teaching case,the author compiled the "SSI Education Student Post-Test Questionnaire" to test the learning situation of the students.The questionnaire aims to understand the students' learning on social science issues,teachers' penetration of SSI education,and students' penetration of teachers The opinions and suggestions of SSI education show that most students have a better understanding and greater interest in the social science topics they are learning,and they can form a scientific and reasonable attitude towards them.Teachers in the SSI education process China has played an active role in guiding and promoting,but there are still many aspects that need to be improved.Based on the questionnaire survey and teaching practice carried out in the previous period,the conclusions of this study are as follows:(1)SSI education is insufficiently penetrated in current high school biology teaching;(2)Careful instructional design is essential to penetrate SSI education Conditions;(3)The effect of penetrating SSI education in high school biology teaching practice is significant;(4)The penetration of SSI education should continue to be refined and improved.The feedback and suggestions obtained in this study can provide a reference for the majority of frontline teachers to penetrate SSI education,and help teachers to make elaborate instructional design based on a full understanding of students to promote effective penetration ofSSI education.