Design And Practice Of Biology Teaching In Senior High School Based On Social Responsibility Education

The Ancients entrusted to the society for“Self-cultivation and rule the country”,each of us in the life of the society are not independent,need to assume a certain responsibility.Especially with the development of the country,the people and the country progress together,then the shoulders of the social responsibility is particularly heavy.Young people are strong,the country is strong,young people are the future of the country,in the young people’s Long Learning Road,the concept of social responsibility will gradually penetrate into their hearts.The high school stage is an important stage of students’ physical and mental development,and also a key period for students to establish correct values and cultivate their sense of social responsibility.As a natural subject closely related to life,biology has a lot of content that can permeate social responsibility education,in particular,since the Ministry of Education issued the biology curriculum standards for senior high schools(2017 edition),which proposed“Social responsibility” as the core literacy of biology,social responsibility education has gradually been paid attention to,however,there are few researches on the integration of social responsibility education and high school biology teaching.The purpose of this paper is to explore the strategies and approaches of social responsibility education in biology teaching,and to provide reference for biology teachers to carry out social responsibility education.Firstly,this study summarized the research background,current research situation and related concepts and theories of social responsibility through literature review to provide theoretical support for the follow-up practice research Then,the survey was conducted among senior high school biology teachers in Fuyang City to understand the current situation of social responsibility education in senior high school biology teaching Then,according to the interpretation of social responsibility literacy in the latest edition of the General High School Biology curriculum standards,social responsibility literacy is divided into four dimensions:“Focus on hot spots,rational analysis”,“Environmental protection,sustainable development”,“Cherish life,healthy life”,“Scientific practice,problem-solving”,it also integrates and supplements the social responsibility educational resources contained in Senior High School Biology Compulsory Course No.1,and puts forward some effective strategies to infiltrate social responsibility education,on this basis,the design of the teaching case and the teaching practice are completed,and the effect of the teaching practice is tested by questionnaire.The results show that high school biology teachers pay more attention to social responsibility literacy,but because of the high pressure of college entrance examination,tight class hours,social responsibility education is difficult to evaluate the impact of such factors,through the comprehensive analysis of the control class and the experimental class,we can know that after the practice,the students’ social responsibility literacy level of the experimental class is higher than that of the control class,after the experimental class practice,the students’ level of social responsibility literacy has also been improved,in the process of biology teaching in senior high school,adopting the methods of group cooperation,situation creation and activity inquiry can enhance students’ social responsibility effectively.