Research On Chemistry Teaching Of Cultivating Students’ Social Responsibility Based On Socioscientific Issues

With the rapid development of science and technology,social production and human life are becoming more and more convenient.However,with the development of science and technology,it has brought a lot of negative effects and aroused people’s controversy.For example,the combustion of petrochemical fuels and the emission of automobile exhaust pollute the air;the excessive use of chemical fertilizers causes eutrophication of water bodies.These social science issues put people in a moral dilemma,and different people have different views on them because of the interests of different groups involved.It has been found that teaching with the help of social science topics can promote the development of students’ morality and values.Chemistry is a subject closely related to human production and life.Introducing social science topics into chemistry classroom teaching,guiding students to pay attention to social hot issues,and analyzing and solving problems according to the actual situation is of great significance to cultivate students’ social responsibility.Based on the core literacy of Chinese students’ development and the meaning of social responsibility in the general high school chemistry curriculum standards,this study divides the content of social responsibility of middle school students’ chemistry learning into four parts: "self-development and safety awareness","other people’s interests and collective honor","social norms and production and life" and "environmental protection and resource utilization".Then,by consulting the relevant literature and drawing on existing research,the corresponding chemistry teaching model was constructed,which mainly included three parts: before,during and after class,which included five links: "presenting the background problems of the topic,understanding the basic information","analyzing the scientific problems of the topic,and building a knowledge base","providing supporting materials for the topic and clarifying the topic controversy","a group of students with the same role,expressing views between groups" and "further analysis and communication between teachers and students,scientific decision-making".In order to further improve the operability of the teaching mode,the author also proposes specific teaching strategies in combination with the teaching model,mainly including "focusing on the choice of topic situations","preparing for class","using problems to drive classrooms" and "strengthening after-class reflection activities".According to the constructed teaching mode and the proposed teaching strategy,three teaching cases were developed in combination with the content of the Luke version and the human-taught version of the textbook,and the teaching practice was carried out based on the example of "Whether to stop disinfecting tap water with chlorine gas",and the teaching effect was tested in combination with the questionnaire measurement data,student interview results and students’ learning perception.The results of the study show that the average of the total score of the questionnaire has improved to a certain extent,and through the interview results and the students’ own learning perceptions,it can be seen that compared with before the teaching,the students look at the problem more rigorously and comprehensively,have a clear understanding of the social responsibilities they have to bear,and the awareness of action is further enhanced.This shows that the chemistry teaching model and teaching strategy of cultivating students’ social responsibility based on social science topics can effectively promote the development of students’ social responsibility.Finally,the author summarizes the shortcomings of this study and makes a prospect for future issues that can be further studied.