A Study On The Teaching Design Of High School Biology To Cultivate Social Responsibility Under The Ideology And Politics Of Curriculum

In the context of the fundamental task of education in the new era,integrating ideological and political elements into high school biology teaching has become an educational concept that biology teachers must uphold.As one of the core qualities of curriculum standards,social responsibility is of great significance to students’ cognitive development and habit formation.Cultivating students’ sense of social responsibility under the concept of ideological and political education in the curriculum plays an irreplaceable role in promoting the real implementation of core qualities.This research mainly adopts literature research method,investigation analysis method,educational experiment method and statistical analysis method as the main research methods to carry out research on the subject.The research object of this topic is the senior high school students in XX County,Sichuan Province,through the form of questionnaire to understand the current situation of students’ sense of social responsibility.Based on the analysis of the current situation and literature study,the process of teaching design was optimized,and the teaching design of the social responsibility segment of the 2019 edition of ordinary high school biology textbook was written,and the teaching design was applied in the biology class of senior high school.According to the survey before teaching practice,students’ development status in the four dimensions of social responsibility is not so good,and there is a lot of room for improvement.In particular,students’ awareness of ecological awareness and environmental protection and scientific practice in solving problems are weak.After a semester of teaching practice,post-test survey results show that the status quo of high school students’ cognition of the four dimensions of social responsibility is sorted as follows: Life concept healthy life(2.23)> rational analysis of hot issues(2.25)> scientific practice problem solving(2.38)>ecological awareness and environmental protection(2.39).Generally speaking,in the post-test,the development of high school students’ sense of social responsibility has been significantly improved.The results showed that:(1)The dimension of life concept healthy life: the cognition degree of life concept healthy life decreased from 2.68 in the pre-test to2.23 in the post-test,with a decrease of 0.45;(2)The dimension of rational analysis of attention hotspots: the cognitive degree of rational analysis of attention hotspots decreased from 2.72 in the pre-test to 2.25 in the post-test,with a decrease of 0.47;(3)Dimension of problem solving in scientific practice: the cognitive degree of problem solving in scientific practice decreased from 2.86 in the pre-test to 2.38 in the post-test,and the decrease fluctuated to 0.48;(4)Dimensions of ecological consciousness and environmental protection:the cognitive degree of ecological consciousness and environmental protection decreased from 2.73 in the pre-test to 2.39 in the post-test,with a floating decrease of 0.34;In general,through a semester of social responsibility biology teaching,high school students’ level of social responsibility has been significantly improved.SPSS data analysis software was used to conduct independent sample T test on the level of social responsibility of 90 high school students before and after the experiment.There were obvious differences in the cognition of the four dimensions before and after the practice.Combined with the mean value,it can be seen that the level of high school students’ social responsibility has been significantly improved after the experimental intervention.Finally,the conclusion of this study is drawn: 1.It is feasible to integrate curriculum ideology and politics into biology teaching to cultivate students’ sense of social responsibility;2.The teaching of cultivating a sense of social responsibility conforms to the cognitive law of students,and is conducive to the development of the classroom organized by teachers and the learning of students through the classroom;3.Teachers’ use of teaching design to cultivate social responsibility plays a positive role in promoting the improvement of students’ sense of social responsibility.Based on the research results,it is expected to provide some reference value for biology teachers in first-line high school to cultivate students’ sense of social responsibility in teaching.