| Contemporary young people should have a sense of social responsibility and the spiritual character of daring to take responsibility,and consciously assume social responsibility.In the context of rapid economic and technological development,the awareness of social responsibility is even more important.High school is an important stage for students to develop character and awareness,and it is necessary to grasp this critical period to cultivate students’ awareness of social responsibility.This paper adopts literature research method,questionnaire survey method,interview method and content analysis method.Firstly,the literature research method was used to study the literature on the cultivation of biological social responsibility,and it was found that the relevant research was the least compared with the other three dimensional studies.At the same time,the literature research method is used to define the concepts of social responsibility in the core literacy of biology involved in this paper.Secondly,the designed student questionnaire and teacher interviews were used to investigate the current situation of social responsibility of sophomore students and the implementation of social responsibility training by biology teachers in the university.Through the survey,it was found that students’ awareness of social responsibility was weak,but students hoped to improve their sense of social responsibility through practical education in schools.Although teachers are well aware of the importance of social responsibility training,they face many problems in the process of implementation,such as: they do not know how to penetrate education in limited classrooms,and lack of experience in designing and organizing extracurricular and extracurricular activities related to social responsibility education.Finally,combined with the survey results and theoretical basis,the following countermeasures are proposed for cultivating social responsibility:(1)the teaching content related to social responsibility cultivation in the three compulsory textbooks of biology is systematically sorted out;Then,the question types related to social responsibility in the college entrance examination questions in the region in the past three years are analyzed and studied,so as to provide content reference for myself and other teachers in future teaching.(2)Three theoretical teaching strategies are proposed: infiltrating classroom teaching to cultivate social responsibility awareness,carrying out school activities to cultivate social responsibility ability,and carrying out social practice activities to internalize social responsibility,and case design is carried out respectively to provide reference for the implementation of high school biology education teaching.(3)In order to verify the feasibility of the strategy,practical teaching was carried out: the teaching practice of eight specific teaching points was compared with the students of the two classes by infiltration teaching,and combined with the students’ class response and after-class interviews,it was found that the teaching effect of infiltrating social responsibility awareness was remarkable.After the activity,through student interviews and post-test questionnaires,it was found that students could quickly master relevant knowledge and abilities through practical activities,which effectively improved students’ sense of social responsibility.Through this study,we understand the cultivation of social responsibility of high school students,and it is necessary to strengthen all aspects.In the process of social responsibility education and teaching,teachers should adopt a variety of methods to infiltrate the awareness of social responsibility,and reasonably use schools and society to organize practical activities to provide students with opportunities to enhance their sense of social responsibility.It plays a certain role in promoting the implementation of social responsibility cultivation in core literacy. |
