Research On The "Three Step" Infiltration Strategy And Practice Of Biological Social Responsibility

Biological social responsibility in senior high school is an important element in the core literacy of high school biology.It includes cherishing life,healthy life and actively spreading healthy lifestyle,participating in environmental protection practice and actively spreading environmental protection concept,rationally participating in social topic discussion and the practice of production and life.Senior one students are at the initial stage of high school biology learning.The penetration education of social responsibility in biology teaching is of great significance to guide students to establish a correct world outlook,values and outlook on life,cultivating their sense of social responsibility,ability and realizing the unity of socialization and personalization.This study takes the freshmen and biology teachers of No.1 Middle School in Liupanshui City,Guizhou province as the research object,investigating and analyzing the current situation of biology social responsibility infiltration education in Liupanshui No.1 Middle School by means of questionnaire and individual interview.This paper combs the penetration points of "three-step" social responsibility in senior one biology textbooks,constructs the strategy of infiltrating social responsibility before,during and after class,and designs relevant teaching cases.Classes 1 and 4 of senior one are set as the experimental group and classes 7 and 8 of senior one are set as the control group to carry out a one-year research on the "three-step" infiltration strategy practice of biological social responsibility in senior one and investigate and analyze its practical effect.The main results are as follows:1.Investigation on the infiltration of biological social responsibility in Senior One:the author conducted a questionnaire survey on 200 students in four classes of senior one in Liupanshui No.1 Middle School.The results show that the biological knowledge,skills and methods required by senior one students to undertake social responsibility are relatively weak;Although most students have a certain degree of sense of social responsibility,they can not take the initiative to pay attention to issues related to social responsibility;Although students can undertake relatively simple social responsibility in life,they do not actively participate in the practice and dissemination of social responsibility.An individual interview on 18 biology teachers in the whole school shows that teachers can consciously implement biological social responsibility to infiltrate teaching in their routine teaching,but the infiltration process has not established a complete system.In addition,the objective factors such as single teaching materials and methods,few class hours and heavy education and teaching tasks finally lead to unsatisfactory infiltration effect.2.Taking the compulsory textbook of senior one biology as the research material,combining literature and practical experience in teaching,the author tries using a topic related to classroom knowledge as the main starting point to carry out topic discussion and investigation activities before class,so as to strengthen students' attention to social responsibility;In the class,taking the real situation as the material and deeply digging the social responsibility content involved in the material through the intuitive teaching method,task driven method,role-playing method and other teaching methods,combining the results of discussion and investigation before new lesson,the author mainly tries to cultivate the students' ability to bear social responsibility;After class,some exercises,moral education activities,social practice activities and scientific and technological activities are used to complete the extension and expansion of the two links before and during class,mainly to cultivate students' social responsibility,so as to form a progressive social responsibility infiltration education system in the three links before,during and after class,which provide reference information for teaching.3.The author carries out the "three-step" infiltration teaching of biological social responsibility in classes(1)and(4)(experimental group)of No.1 Middle School in Liupanshui City,and carries out routine biological teaching in Senior One classes(7)and(8)(control class).After one year of teaching practice,the author carries out the post practice social responsibility survey(post-test)by means of questionnaire and individual interview of students in the experimental group,The data obtained from the survey was compared with the survey results 1 years ago.The results show that there are significant differences in the sense of responsibility,ability and the practice to undertake responsibility of students in the experimental group after carrying out the "three step" infiltration teaching.There are significant differences in the three dimensions of cherishing life and healthy life,environmental protection and rational participation in social topic discussion and participation in production and life practice;The students in the control group have no significant difference in the sense of responsibility and the practice to undertake responsibility,but after one year of biological study,their average score in the two dimensions of environmental protection,rational participation in social practice and production and life practice has been improved,and the difference is significant.In conclusion,the "three-step" infiltration strategy of biological social responsibility in senior one not only effectively improves students' ability to bear social responsibility,but also significantly improves students' sense of social responsibility and practice to bear social responsibility.4.In the practice of "three step" infiltration strategy in biological social responsibility,it is found that students have deep experience,good feedback and remarkable penetration effect in the discussion and practice penetration teaching activities.However,it is difficult for biology teachers to carry out social responsibility infiltration practice activities independently,and the promotion scope is narrow.If biological social responsibility infiltration teaching practice activities are integrated with school moral education activities,biological knowledge is used to enhance the depth of moral education activities and school moral education activities are used to expand the breadth of biological social responsibility infiltration,it will more comprehensively and deeply improve students' biological social responsibility.