The Practical Research On Cultivating Students' Social Responsibility In Junior Middle School Biology Teaching

“Morality Education”as a fundamental task was clearly put forward in the 19 th National Congress of the Communist Party of China to develop students' core competences,it has clarified the necessary characters and key abilities that students should have to adapt to lifelong development and social development.With “Chinese Students' Core Literacy” issued by the Ministry of Education in 2017,social responsibility was confirmed as an important dimension of core literacy,“High School Biology Curriculum Standards” further proposed difinite requirements for cultivating social responsibility core literacy in high school biology too in 2017.Although the junior middle school biology curriculum standards did not clearly proposed to develop the students' core literacy,but the Emotion-attitude-value'objective of course brought forward had contained the meaning to cultivate students' social responsibility.In order to connect with high school biology better,to develop students' social responsibility literacy in junior high school biology teaching,and to provide some experience and reference on infiltrating social responsibility education in biology teaching for junior middle school biology teachers,so this study was done.This paper synthetically uses a variety of research methods,including data studies,questionnaire survey,action research.Combed the related status of research about how to cultivate students' social responsibility by way of literature study,which has lay a foundation on this study.Acquired detailed knowledge of the current situation on developing social responsibility in junior middle school biology of Chong Qing through investigations about the current situation of students' social responsibility cultivated and the teaching situation of biology teachers worked at junior high schools.Research results show that:(1).the overall level of students' social responsibility literacy was not high,especially dimensions of participating in social practice and scientific practice were more worse than the other two dimensions,the social responsibility literacy level of life health dimension is relatively high;(2).There were significant differences in social responsibility literacy levels between different genders' students,the social responsibility literacy of male students is significantly higher than that of female students in the dimensions of social participation and scientific practice.(3).There was no significant difference in social responsibility literacy among different grades of students.(4).There are significant differences in the level of social responsibility literacy of students in some dimensions between different types of schools.(5).The majority of junior high school biology teachers have a high degree of acceptance of social responsibility education and consider it necessary to carry out social responsibility education for students,however,most teachers' understanding of the objective of social responsibility education and the content of social responsibility education in textbooks are not enough.On the basis of questionnaire survey,combined with related contents of social responsibility in the textbook of middle school,three teaching strategies of situation teaching,inquiry teaching and cooperation teaching are selected to carry out the teaching design of social responsibility education on the basis of knowledge teaching.On the basis of the pre-test,two classes with the same level of social responsibility literacy were selected.One class was used as the experimental class to carry out the teaching experiment of infiltrating social responsibility education for a semester,and the other class was used as the control class to carry out the routine teaching.At the end of the semester,the differences of social responsibility literacy levels of students in experimental class and control class were tested to determine whether the teaching of social responsibility penetration education with selected teaching strategies was effective in improving students' biological social responsibility literacy.The practice results show that the teaching of social responsibility penetration education based on knowledge teaching can significantly improve students' social responsibility literacy level in social participation,ecological protection and scientific practice.An analysis of the above results leads to the following conclusions:(1)Schools and families usually attach great importance to the education of students' life and health,but there are still some deficiencies in using the social hot spot of biology and the practical application of the biological knowledge to expand the teaching.(2)at present,most biology teachers in junior middle school agree on the importance of social responsibility education,but they do not take the initiative and attach importance to it in behavior.(3)teachers have yet to teach boys and girls about social responsibility in a sex-based manner.(4)teachers tend to pay more attention to students' mastery of knowledge and improvement of ability,but neglect the cultivation of students' social responsibility and other emotions,attitudes and values.In view of the problems exsisted in current biology social responsibility training of junior middle school,solutions are proposed the as follow:From a macro point of view,the first step is to change the way the district evaluates schools.Instead of judging the school by a single score or enrollment rate,the school should attach more importance to the improvement of its comprehensive level of running a school.Secondly,schools should change the way they evaluate teachers,reduce the burden on teachers,so that teachers can focus on the improvement of teaching skills to promote the generation of classroom,and pay attention to the cultivation of students' comprehensive quality.Third,schools should strengthen the training of teachers,change the teachers' educational and teaching concepts,so that teachers pay attention to the cultivation of students' social responsibility from the Ideological and behavioral aspects;Fourth,the school can also organize some ecological and environmental protection activities,scientific exploration activities to encourage students to participate in activities for students to experience,and got the development of social responsibility in the experience.From the micro level,the key to cultivate students' biological social responsibility in school lies in the teachers.(1).Teachers themselves should change their teaching concepts,attach importance to the cultivation of students' social responsibility,strengthen the interpretation of the Connotation of emotions,attitudes,values in the curriculum standard and the exploration of the materials related to social responsibility in teaching materials.(2).According to the content of the textbook and the characteristics of different students,the author adopts rich teaching methods to set up teaching links to stimulate students to participate in discussion and exploration on their own initiative,and to cultivate students' sense of social responsibility.At the same time,teachers should strengthen the classroom teaching reflection to improve the teaching effect.(3).In addition to carrying out social responsibility infiltration education in teaching,teachers can also organize rich and interesting extra-curricular practical activities or relevant knowledge competitions,debates,design social responsibility examination questions to develop students' social responsibility literacy.(4).Education comes from life,teachers should pay attention to life,put the collection of materials to peacetime.Make full use of the dominant and recessive curriculum resources around us,combine the social hot spot and the practical application of the knowledge learned as well as the students' life to carry on the teaching,to promote the students' interest to explore the biological science question.(5).Sex Education for boys and girls.Especially for female students,we should focus on training their ability to use the biological knowledge to solve the biological problems in production and life,and narrow the gap between the level of social responsibility of male and female students.