Investigation And Practical Research On The Application Of Social Hot Spots In Biology Teaching In Senior High School

Under the new challenges of the global ecological environment and the community with a shared future for mankind,the relationship between the development of biological science and technology and social development has reached a new level,and at present,human beings are also facing a severe test of infectious diseases.Cultivating innovative talents concerned about science,technology and society is a major goal of science education in Chinese high school biology education should also adapt to the changes of the new era and train universities and society to focus on social and scientific development.It is of great significance for biology teachers to help students deepen their understanding of science,technology and society.Therefore,the application of biology in high school biology teaching society The main content of this research is to investigate the current situation and study the effect of social hot spot teaching.First of all,making use of various online and offline resources to make a theoretical overview of social hot spots and teaching.Using the literature research method,determine the research background and significance of social hot spot teaching,and determine the research ideas and methods.Firstly,the concepts related to social hot spots and biological social hot spots are defined,the pedagogy theory related to this topic is sorted out,and then the current situation of domestic and foreign research related to social hot spots teaching and biology teaching is expounded to lay a good theoretical foundation.Secondly,the connection and integration of biology social hot spots and high school biology teaching are discussed.It discusses the necessity of using social hot spots for high school biology teaching,and analyzes the relationship between five different types of biological social hot spots and senior high school biology teaching materials;Then,by sorting out the biological social hot topics in the college entrance examination science comprehensive volume from 2020 to 2021,the social hot materials involved in the test questions are classified and analyzed,and the examination key points of biological social hot topics are summarized;Finally,collect the social hot spots from 2021 to 2022,and analyze the corresponding textbook chapters of each social hot spot,so as to provide reference for biology teaching in senior high school.Thirdly,the application status and practical effect of biology-related social hot spots in biology teaching in three high schools in Shihezi city were investigated.The author designed student version and teacher version questionnaires to investigate the understanding and application of social hot teaching by teachers and students respectively;Then practice the application of social hot spots in senior high school biology teaching,select the content and materials suitable for social hot spots teaching,carry out teaching design,and then put it into practice.The practice class is divided into control class and experimental class.The independent variable is whether to use biological social hot spots for new teaching,and control irrelevant variables.Before and after the teaching practice,the students’ academic performance is investigated respectively to form the pre-test and post test data,and then the data are statistically analyzed.Combined with the interview,the teaching effect of social hot spot teaching is tested.It is found that social hot spot teaching can improve students’ learning interest and learning performance to a certain extent,it can also promote the formation of the concept of lifescience and the cultivation of social responsibility.Finally,the thesis puts forward suggestions on the application of social hot spots in high school biology teaching,and puts forward the research shortcomings and prospects,hoping to have some reference significance for the research and practice of social hot spots teaching in the future.