Practical Research On Using The History Of Biological Sciences To Cultivate Social Responsibility In High School Students

Social responsibility is one of the core qualities of high school biology,and it is a necessary quality for high school students to integrate into social development and adapt to social life.Since high school is an important period for personality formation and improvement,it is of great social value and practical significance to cultivate social responsibility in high school students by combining the characteristics of biology subjects.The history of biological sciences contains rich theoretical knowledge and nurturing values,and the history of biological sciences appearing in textbooks should be the key content for teachers to teach and students to learn.The purpose of the study is to explore the feasibility and effectiveness of using the history of biological sciences to cultivate social responsibility in high school students,and to provide practical references for teaching biology in secondary schools.The first step is to understand the history of biological sciences,the concept of social responsibility,the current state of research,and the theoretical basis through the literature research method.In this study,the social responsibility in the core literacy of high school biology is divided into five dimensions,which are promoting the spirit and cultivating character,paying attention to the hotspots and discerning the truth,cherishing life and living healthily,solving problems with biotechnology,saving resources and protecting the environment.Secondly,the students and teachers of the internship schools were used as the subjects of the study.To understand the current level of social responsibility of high school students and their knowledge,learning,attitudes and perceptions about the history of biological sciences and social responsibility through a questionnaire method.Collation and analysis of survey data through statistical data method.The interview method was used to understand the current status of high school biology teachers using the history of biological sciences to develop social responsibility among high school students and the evaluations of social responsibility of high school students.Then,the content of the history of science in the 2019 edition of the People’s Education Press general high school textbook Biology Compulsory 1,Molecules and Cells is analyzed.The social responsibility education resources in the book are tapped.Instructional strategies for using the history of biological sciences to foster social responsibility in high school students are presented.Integrate them into instructional design and teaching practice.Finally,a paper-and-pencil test and student interviews were used to test the effectiveness of the teaching.Through the study,it was found that high school students’ awareness of the history of biological sciences and social responsibility should be increased.The importance of them should be enhanced.The level of social responsibility of high school students needs to be improved.Biological science history materials are used ineffectively by high school biology teachers.Their teaching methods for developing social responsibility in high school students are slightly rigid and single-minded.The history of biological sciences in textbooks is a good teaching resource for developing social responsibility in high school students.The nurturing value of the history of biological sciences should be fully explored.Analyzed from a quantitative perspective,students in the experimental class scored higher than students in the control class on the social responsibility level test after the teaching practice.It appears a significant difference.Significant differences were observed in four dimensions.The experimental class students outperformed the control class students.From a qualitative perspective,students in the experimental class had better knowledge,understanding and perception of social responsibility than students in the control class.In summary,using the history of biological sciences to foster social responsibility in high school students is feasible and effective.The six teaching strategies proposed in this study:expanding the history of science,introducing hot topics in society,establishing role models of responsibility,creating diverse teaching contexts,enriching the form of teaching the history of science,focusing on theory and practice can help foster social responsibility among high school students.It can be used as a reference for teachers of high school biology to carry out classroom teaching.