Current Situation And Practice Research Of Social Responsibility Education In Biology Teaching Of Senior High School In Fuyang City

High school stage is the key period of students’ physical and mental development,and also an important stage to further establish correct values and enhance social responsibility.With the development of society and the continuous reform of education,the state attaches more and more importance to the cultivation of students’ social responsibility.But social responsibility education is a continuous and long process,not only depend on the class meeting and the thought political lesson,and should be combined with the discipline characteristic,and blend in social responsibility education to each subject course,form the coordination effect,so as to more effectively develop the students’ sense of social responsibility,form the correct outlook on life,values and world view.Biology is a discipline which is closely linked with the natural and social life,there are a lot of content to be able to penetrate social responsibility education,especially in 2017 promulgated the "General Senior High School Biology Curriculum Standards" to "social responsibility" as one of biological science literacy,which carry out social responsibility education in biological teaching gradually attention,but there are not many relevant researches at present.Therefore,based on the investigation of the current situation of the cultivation of social responsibility in high school biology teaching,this paper aims to explore the methods and strategies that can effectively improve students’ social responsibility literacy in biology teaching through practical teaching,so as to provide reference for biology teachers and promote the implementation of social responsibility education in biology teaching.Firstly,this study sorts out and elaborates the theoretical basis and relevant research situation at home and abroad by referring to literature,books and other materials,and according to "General Senior High School Biology Curriculum Standards(2017 edition,revised in 2020)",social responsibility literacy is divided into four dimensions: "concern about society and eliminating the false and preserving the true","care for ecology and environment","advocating health and respect for life" and "participation in practice and problem solving",which lays a foundation for subsequent research.After that,teachers and students of several high schools in Fuyang city were selected as the investigation objects to investigate and analyze the cultivation status of social responsibility literacy in high school biology teaching,and put forward targeted teaching strategies according to the investigation results.Then it systematically arranges the social responsibility education content contained in "Genetics and Evolution",the second compulsory biology course in high school.On this basis,the teaching case design and teaching practice are carried out.Finally,the teaching effect is tested by questionnaire and test paper.This study shows that the current level of students’ social responsibility literacy is not ideal,and social responsibility education has received more attention from biology teachers,but it is difficult to be widely implemented in biology teaching due to the shortage of class hours,traditional teaching habits and other reasons.The teaching practice results show that the teaching strategies such as introducing social hot topics,encouraging students to participate in practical activities,creating task situations,and transferring humanistic spirit in the history of science are conducive to the development of students’ social responsibility accomplishment.