Research On Cultivating Of Students’ Social Responsibility In Senior High School Biology Teaching

Core literacy is a kind of learning ability and survival ability that can cope with various changes,adapt to lifelong development,and keep pace with the world.Cultivating core literacy enables students to deal with future changes better,as well as contributes to the harmonious progress of society.In order to implement the principle of cultivating people with virtue,cultivate core literacy,and make students qualified builders,the most important thing is to cultivate students’ social responsibility.The biology teaching is a part of core literacy,of which social responsibility is the ultimately point for biology teaching.Complete the biology teaching task,and students can use biological knowledge to guide their real life,which of course is inseparable from the cultivation of students’ social responsibility.The impact of the COVID-19 will continue to affect our normal order of life,Heroes in the fight against COVID-19 and ordinary people who cooperate with the fighting need to have a certain amount of knowledge related to biology.Cultivating students’ social responsibility in biology teaching is one of the biology teaching tasks,and social responsibility can prompt students to pay attention to biology-related problems in life,think and practice proactively,and use the knowledge they have learned to solve biological problems in real life.However,as a subject with low scores and few class hours,the study of biology is easily ignored by students;Due to the few class hours and heavy tasks,biology teachers tend to ignore the cultivation of students’ social responsibility while completing their teaching contents.Through reviewing the literature,this paper clarifies the connotation and cultivation strategy of core literacy,clarifies the relationship between the biology teaching and the core literacy of students,and divides social responsibility into four areas according to the connotation.The questionnaire surveyed the current situation of social responsibility literacy of senior high school students in four areas: hot issues of social concern,environmental protection,healthy life,and scientific practice,and interviewed some biology teachers at senior high school in cultivating students’ social responsibility,such as the concept,content,method,and effect,in addition,some biology teachers of Senior high 3rd grade were interviewed after the second adaptive examination to understand the current situation of teachers helping students prepare for the college entrance examination while cultivating students’ social responsibility.The study found that students can actively pay attention to social hot issues,environment and health problems,but they do not think deeply about the biological principles behind them,lacking the awareness and ability to actively use the biological knowledge they have learned to solve these practical problems.Comprehensive analysis found that teachers all recognize the importance of cultivating students’ social responsibility,yet the concept of cultivating students’ social responsibility is not deep enough;The cultivation of social responsibility and the goal of knowledge transfer are not effectively integrated in the design of instruction;There is no in-depth excavation of teaching materials for cultivating students’ social responsibility;The students’ social responsibility is ignored in teaching evaluations;There is the lack of mobilization of parents’ strength to jointly cultivate students’ social responsibility;all of which mentioned above became barriers for biology teacher to cultivate students’ social responsibility.Combined with the actual teaching of biology at senior high school,six ways to improve students’ social responsibility are hence proposed.1.Let teachers realize that cultivating students’ social responsibility is one of the teaching tasks of biology,which can promote the lifelong development of students,help them succeed in the exam,and improve teachers’ awareness of cultivating students’ social responsibility.2.In the teaching design,the cultivation of social responsibility should be highlighted,the general ADDIE model of teaching design as an example,in which the cultivation of social responsibility cannot be ignored at each stage of teaching design.3.There are many materials in the biology textbooks,which can be used to cultivate students’ social responsibility,and moreover more abundant materials can be found for teaching practice by digging deeper into the contents of the biology textbooks.4.Practical activities are conducive to the study of biology,and it can be combined with the process of screening,design,implementation to improve students’ social responsibility.5.Improve teaching evaluation,and attention should be paid to promoting the cultivation of students’ social responsibility by adopting the formative evaluation of students’ learning process.6.By strengthening home-school cooperation,combined with the strength of parents,we will jointly cultivate students’ social responsibility.