Practical Research Of Cultivating Social Responsibility Of Senior High School Students By Utilizing Local Biological Resources

Social responsibility is a basic point in the framework of core literacy,a core component of values literacy,and an important component of the core literacy of high school biology.Based on the understanding of biology,social responsibility of biology mainly includes participating in the discussion of personal and social affairs,making rational explanation and judgment,and solving the biological problems in production and life of the responsibility and ability.It is of great significance to cultivate students’ social responsibility in high school biology teaching for students’ development and social progress.Focusing on the relationship between social responsibility and local biological resources,this study aims to use local biological resources to create situations to cultivate social responsibility in biology teaching and provide reference cases for front-line teachers.First of all,through literature review,the research status and theoretical basis of local biological resources and social responsibility are sorted out,and relevant concepts are defined.Secondly,through questionnaires and interviews to understand the students’ understanding of local biological resources,the level of students’ social responsibility,as well as the current situation of teachers’ cultivation to students’ social responsibility.The local biological resources of Huaiji County were investigated and collected,and the content of social responsibility contained in the compulsory textbook of senior high school biology of the new teaching edition was arranged.The teaching cases of using local biological resources to cultivate students’ social responsibility were designed,such as using Purple Heart sweet potato to cultivate students’ habits of healthy life,using Wenlang honey grapefruit to cultivate students’ consciousness of consciously participating in production practice,and visiting local rice winery to understand their hometown.Four classes with the same level of social responsibility literacy and academic performance were selected as the experimental classes and the control classes respectively.The experimental classes adopted the teaching design integrating the context of creating local biological resources to carry out teaching practice,while the control classes adopted the original materials in the textbook to create the context to carry out teaching practice.Finally,the social responsibility literacy of students in experimental classes and control classes was tested,and the test results were statistically analyzed by using SPSS19 software,so as to test the effectiveness of using local biological resources to cultivate social responsibility of senior high school students.There are mainly four findings in this research.(1)The use of local biological resources can significantly improve students’ social responsibility literacy,especially the production practice and the interpretation of local resources.Longitudinal comparison of the total scores of the pre-test and post test between the experimental class and the control class showed that the improvement range of the experimental class was higher than that of the control class,and there was a significant difference(P<0.05);The results showed that the experimental class was 5.25,5.79,5.35 points higher than the three control classes,and there were significant differences(P<0.05).(2)The use of local biological resources can improve students’ interest in learning and academic performance.Through the analysis of students’ final examination results,the observation of students’ concentration in class and their willingness to choose subjects,it is found that students’ learning enthusiasm is positively correlated with their academic performance.(3)The use of local biological resources can promote students to actively participate in extracurricular volunteer activities.Through the observation records,the experimental class is more willing to participate in the activities of environmental protection action,publicity of healthy lifestyle and other volunteer activities.(4)The use of local biological resources can develop students’ core quality of biology.Through teacher interviews and final score statistics,it shows that the use of local biological resources to enhance students’ social responsibility can also promote the development of life concept,scientific inquiry and scientific thinking ability.The use of local biological resources can effectively improve students’ social responsibility.In the actual teaching,it is suggested that teachers should not only dig deep into the knowledge connotation of teaching materials,but also contact with students’ real life,make full use of local biological resources,further improve students’ social responsibility of biology,and put the cultivation of core literacy into effect.