Research On The Connotation Structure And Current Situation Of High School Chemistry "Social Responsibility" Literacy

In 2017,the chemistry curriculum standard of ordinary high school takes social responsibility literacy as the highest value pursuit of discipline education.The literacy education under the new curriculum reform will pay attention to the cultivation of students' social responsibility literacy.The cultivation of social responsibility literacy is the value orientation of chemistry education and the embodiment of the development process of high school chemistry education.In the current research,there is less research on the connotation structure representation and evaluation scale of senior high school chemical social responsibility literacy,and teachers cannot conduct a quantitative assessment on students' social responsibility literacy.This study makes theoretical division and empirical research on chemical social responsibility literacy and provides theoretical support for the effective development of Chemistry Teaching Based on the cultivation of social responsibility literacy.Based on the theory of moral cognitive development,the theory of social learning moral education,and the theory of moral education,this paper determines the element connotation structure of social responsibility literacy.Based on the connotation and dimension division of elements,using the literature research method and questionnaire survey method,the evaluation questionnaire of high school chemical social responsibility literacy is compiled.After the expert test,preliminary test,and reliability and validity test,the final questionnaire of high school chemical social responsibility literacy is formed.Through empirical research,the connotation weight relationship of chemical social responsibility is modified,and the social responsibility literacy level of students in different schools in Harbin is measured.According to the weight structure of elements and the current situation of literacy,this paper puts forward specific teaching strategies.The conclusions are as follows: High school chemistry social responsibility literacy consists of four connotation structures: Chemistry and individual,Chemistry and life,Chemistry and society,Chemistry and environment;The chemistry teaching under the new curriculum reform pays attention to the cultivation of social literacy.The results show that most students' social responsibility literacy is at the upper middle level,but it needs to be improved in inheriting excellent traditional culture,resisting pseudoscience,understanding the development contribution of chemistry,and participating in the discussion of hot topics;Different types of schools and classes can cultivate and improve senior high school students' chemical social responsibility literacy by deeply excavating teaching resources and innovating effective teaching methods.The scale developed by this research provides theoretical support and evaluation tools for the cultivation of chemical social responsibility literacy in senior high school,has practical discussion value for further promoting and realizing the cultivation of social responsibility,and effectively promotes the realization of the ultimate goal of discipline education.