Use The Ideological And Political Elements In The New Biology Textbooks Of High School To Cultivate Social Responsibility

The concept of core literacy in biology was first proposed in the "High School Biology Curriculum Standards(2017 Edition,Revised in 2020)," encompassing four aspects: "concept of life,scientific thinking,scientific inquiry,and social responsibility." Under the guidance of the new curriculum standards,high school biology teachers have increasingly focused on cultivating the "social responsibility" literacy.As high school students are in a crucial stage of developing their worldviews,life values,and moral outlooks,emphasizing the cultivation of social responsibility is conducive to implementing core literacy and promoting students’ comprehensive development.Integrating "ideological and ethical education" into high school biology teaching can better leverage the educational function of biology as a discipline,align with the evaluation orientation of the new curriculum reform,and contribute to the fundamental task of nurturing students’ moral character.Moral education holds a significant position in education,and biology inherently contains a substantial amount of ideological and ethical content.The social responsibility required in the core literacy of high school biology serves as a breakthrough point for integrating ideological and ethical education into the biology curriculum.By effectively developing and utilizing ideological and ethical resources in biology textbooks,the cultivation of students’ social responsibility literacy can be achieved.This study first reviewed and analyzed the dimensions and levels of social responsibility and relevant literature in the curriculum standards,clarified the definitions and research status of social responsibility literacy and ideological and ethical elements both domestically and internationally.Drawing from literature,ideological and ethical elements were defined as socialist core values,ecological civilization,concept of life,and scientific practice.These elements were then associated and integrated with the content of social responsibility literacy,followed by an analysis and summarization of the ideological and ethical elements embedded in the compulsory biology textbook for the first year of senior high school published by the People’s Education Press.A questionnaire survey on the level of social responsibility literacy was designed and conducted among first-year high school students in a certain school in Guangnan County.The survey results revealed that students’ overall level in the four dimensions of socialist core values,ecological civilization,concept of life,and scientific practice was relatively low,indicating the need for cultivating social responsibility literacy among first-year high school students.Through teacher interviews,insights were gained regarding the cultivation of students’ social responsibility literacy in biology teaching,teachers’ views and attitudes toward ideological and ethical education,and their understanding of curriculum ideology and ideological and ethical elements.The results showed that:(1)Teachers had a limited understanding of social responsibility literacy;(2)Teachers contemplated strategies for cultivating social responsibility literacy but did not implement them in the classroom;(3)Teachers only had superficial knowledge of curriculum ideology and the classification of ideological and ethical elements through literature;(4)Teachers provided corresponding suggestions on the organic integration and correlation between ideological and ethical elements and social responsibility.Overall,teachers did not attach great importance to cultivating students’ social responsibility literacy and had a relatively low utilization rate of ideological elements in the textbook.Based on the exploration of ideological and ethical elements in the textbook,four teaching strategies were proposed to enhance students’ social responsibility literacy: creating scenarios for student role-playing,integrating with social hot topics,incorporating ideal and belief education,and promoting a rational perspective on the application of biotechnology.Four teaching cases were designed for practical implementation.The data analysis of the practical results indicated that using ideological and ethical elements to design corresponding teaching strategies to cultivate students’ social responsibility literacy resulted in a certain degree of improvement in the four dimensions of social responsibility.This approach helps students establish correct perspectives,enables them to discern pseudoscience and superstition in daily life,encourages them to engage in rational discussions on social issues related to biology,nurtures them to become disseminators of environmental protection and life conservation knowledge,and equips them with the ability to apply biological knowledge to solve problems encountered in life.