A Practical Study On The Cultivation Of Social Responsibility By SSI Teaching In High School Biology

Socioscientific Issues(SSI)refer to a series of controversial issues related to social culture,political economy,ethics,ecological environmental protection and human health caused by the rapid development of science and technology.Since SSI involves many social factors and various interests,students need scientific and rational thinking when dealing with and making decisions on SSI,and they need to reason,argue,discuss responsibly from different positions.Therefore,from a theoretical point of view,the application of SSI teaching in high school biology class is conducive to the formation and development of students’ social responsibility and the realization of the important goal of cultivating students’ social responsibility.This study focuses on the core issue of how to apply SSI teaching to cultivate students’ social responsibility in high school biology class.Firstly,the literature research method is used to clarify the current research status of SSI teaching and social responsibility at home and abroad,confirm the relevant concepts and theoretical basis of this study,and theoretically analyze the feasibility of SSI teaching for cultivating students’ social responsibility.Secondly,the survey method is used to clarify the current situation of high school students’ cultivation of social responsibility.The survey results show that students’ social responsibility behavior is relatively lacking,and their enthusiasm and initiative to participate in practice are not high,and action motivation is insufficient.Teachers do not have a deep understanding of social responsibility,lack of awareness of cultivating students’ social responsibility,and lack of effective teaching strategies in implementing social responsibility education.Therefore,in order to solve these problems,the SSI teaching design mode is constructed to cultivate students’ social responsibility,and under the guidance of this mode,combined with the content of teaching materials,SSI teaching cases are developed.Finally,two classes of Grade Two of practice school were selected for educational experiments.The experimental class adopted SSI teaching,while the control class carried out conventional teaching.By analyzing the experimental data,the effect of SSI teaching on cultivating students’ social responsibility was clarified.The results of the educational experiment show that after one semester of teaching,there is a significant difference in the level of social responsibility between the experimental class and the control class.Therefore,it can be known that the application of SSI teaching in high school biology class is helpful to promote the development of students’ social responsibility,and the SSI teaching design mode developed in this study is effective,which can provide a reference path for front-line teachers to cultivate students’ social responsibility.In order to better implement the cultivation of social responsibility in SSI teaching of high school biology class,the following two teaching suggestions are put forward: First,the SSI topics should be selected reasonably based on the learning situation;The second is to organize teaching reasonably through the cooperation between teachers and students.I hope the results of this study can provide reference for biology teachers.