Research On Assignment Design Of High School Biology Based On Social Responsibility

In order to carry out the fundamental task of promoting morality and cultivating people,the Ministry of Education has revised and promulgated the Biology Curriculum Standards for Senior High Schools(2017 edition,2020 revision).With the changes in the requirements of the new curriculum reform,the educational circle attaches more and more importance to the cultivation of students’ core qualities.In this paper,social responsibility in the core literacy of high school biology is selected as the research orientation,and homework design is taken as the basis to explore ways to cultivate high school students’ social responsibility from two aspects of theory and practice.Firstly,this paper analyzes the training requirements of students’ social responsibility in developed countries such as the United States and the United Kingdom,and the role of domestic and foreign scholars in homework and homework design in teaching activities through literature research,and summarizes the related concepts such as biological core literacy,biological social responsibility and homework design.Then,based on the four dimensions of social responsibility in high school biology divided by scholar Wei Yuming,a questionnaire survey was carried out on all the students in the senior grade of a middle school in Kunming City.The survey indicated that the function of biology homework is relatively simple,and the correlation degree with the level of social responsibility in biology is low.In view of this fact,this paper focuses on the specific requirements of cultivating students’ social responsibility in the Curriculum Standards of Common High School Biology(Revised Edition 2020),and based on the high school biology textbooks of the human education edition,combs the social responsibility teaching resource table contained in the compulsory high school biology module.This paper proposes that the biology assignment design based on social responsibility should follow the principles of "student subjectivity,assignment forms diversity,content moral education and difficulty moderation",and constructs the relevant strategies for assignment design.Finally,this study takes "Molecules and Cells",a compulsory high school biology course in the Human Education Edition,as an example.Based on the basic principles and strategies of homework design,it carries out teaching activities by constructing situational written assignments,integrating oral assignments with dialectical thinking,reading assignments of popular science biology knowledge and practical assignments related to social issues.The effectiveness of cultivating students’ social responsibility through assignment design is explored.Finally,the paper and pen type social responsibility level test questions are designed to quantitatively evaluate students’ social responsibility level.The results show that,in the assignment design of high school biology,combining the content of textbooks with a variety of assignment types to connect production and life,introducing social hot spots,guiding students to participate in the discussion of scientific issues,can effectively promote students to advocate healthy life,participate in environmental protection,pay attention to scientific issues and other biological social responsibilities.Students have improved in social emotional experience,social responsibility awareness and the ability to implement social responsibility.To a certain extent,the biology assignment design pointing to social responsibility has improved the level of students’ social responsibility,enriched the relevant research on cultivating students’ social responsibility.