Practical Research On The Application Of STSE Educational Concept In Biology Teaching In Senior High School

With the advent of the information age,the country’s requirements for talents have changed,and the call for improving citizens’ scientific literacy has become more and more intense.The educational concept of STSE education just meets the needs of cultivating scientific quality.STSE education,a new paradigm of education evolved from STS education,is a combination of science education and humanities education,and also a major trend of science education reform in the world at present and in the future.Biology plays an important role in STSE education in science education.This study adopts the methods of literature research,questionnaire survey,interview,content analysis,case teaching and educational experiment.Through the methods of literature research and content analysis,this paper summarizes and analyzes the core concepts,characteristics and theoretical basis of STSE.At the same time,based on the concept of STSE education,this paper analyzes the textbook of high school biology steady state and environment module,and arranges the corresponding STSE contents of steady state and environment module;The current situation of STSE concept of senior high school students is known through the survey of students’ questionnaire.The results show that students are at a medium level in "cognition of the definition of science and technology","understandingof the relationship between science,technology and society","methodology of science and technology" and "concept of ecological environmental protection".Through teacher interviews,we know the current situation of the implementation of STSE education in middle school,and discuss the current implementation situation,It provides a basis for the research and practice of this paper.Taking the students of grade two of senior high school as the experimental object,using the teaching mode based on the concept of STSE education,this paper carries out a five-month teaching practice research in the biology classroom of senior high school.Research conclusions: 1.The author uses the 5E Teaching Mode to run the four dimensions of STSE through the five links of the 5E Teaching mode.The first link of the5 E Teaching mode is "attraction".Through this link,the author can create a situation of "science,technology,society and environment" for students in the classroom;The second link is "exploration".The author can let students actively explore the relationship between "science,technology,society and environment" by presenting STSE materials related to the content of the textbook;The third link is "explanation",through which the author can summarize the relationship between the four dimensions of STSE;The fourth link is "transfer",which is to investigate whether students can apply what they have learned.In this link,the author judges whether students master STSE related contents by asking students to write exercises;The fifth link is "evaluation".In this link,the author makes a comprehensive evaluation according to the students’ understanding level of the four dimensions of STSE education concept and whether they can say the relationship between them.In addition to adopting the above strategies in biology class to infiltrate the STSE concept into students,the author also uses the time of self-study class every week to broadcast documentaries related to bioscience,biotechnology and society to students.2.The author selects three classes with no significant difference in biological achievement and STSE concept level as the research object.In the process of class,there will be some problems,such as not grasping the class time well enough,not breaking through the key and difficult points,and students are not very interested in the relevant materials prepared.3.The experimental results show that the average scores of the three classes in the post-test are higher than those in the senior one,but there is a significant difference in the pre-test and post-test scores of only one class,and there is no significant difference in the other two classes;In the analysis of the four dimensions of students’ STSE concept,the scores of the four dimensions of "cognition of the definition of science and technology","understanding of the relationship between science,technology and society","methodology of science and technology" and "concept of ecological environmental protection" of the students in the three classes were higher than those in the pre-test,and significant differences were formed（P < 0.05）.It shows that there is a significant improvement in the formation of students’ STSE concept.According to the research results of this paper,this paper puts forward four suggestions for the implementation of STSE education in Senior High School Biology Teaching: 1.Find the right entry point and contact life.2.Pay attention to the frontier and application of Bioscience and technology.3.Flexible use of multiple teaching methods.4.Integrate humanistic education and pay attention to the cultivation of emotion.5.Reasonably create the second classroom.6.Learn to use multiple evaluation methods.7.Pay attention to the connection between students’ old and new experience and skillfully use the concept transformation theory.