Action Research On Cultivating Students’ Social Responsibility Based On STS Education In Biology Teaching

Social responsibility is one of the 18 basic points for Chinese students to develop their core literacy,as well as an important part of the core literacy of high school biology.The latest edition of Biology Curriculum Standards for Ordinary High School(2017edition,2020 revision)emphasizes that attention should be paid to the cultivation of students’ core literacy.In the teaching suggestions,it is proposed to "strengthen the education of the relationship between science,technology and society",but in the actual teaching practice,it is found that teachers do not pay enough attention to the cultivation of students’ social responsibility literacy,and the cultivation situation is not ideal.Based on the above reasons,the core problem of this study is to explore the cultivation of students’ good social responsibility literacy based on STS education in high school biology teaching,so as to broaden the cultivation path of social responsibility.This study adopts literature analysis,questionnaire survey,interview,content analysis,case study and classroom observation.Firstly,literature related to STS education and social responsibility was consulted through literature analysis to analyze the theoretical correlation between STS education and social responsibility,so as to lay a theoretical foundation for the development of this study.Questionnaire survey was adopted to investigate the current situation of students’ social responsibility from five dimensions: social participation,environmental protection,caring for life,healthy life and scientific practice consciousness.Through the interview method to understand teachers’ understanding of social responsibility literacy,training status,training path;Then,it divides the level of social responsibility literacy through content analysis,and sorts out the content of cultivation of students’ social responsibility literacy based on STS education in the textbook Steady State and Environment,which is required for Human Education Edition.Based on the above preparation,a one-semester action research was carried out in the teaching class.On the one hand,the STS education concept was infiltrated into the classroom teaching to cultivate students’ social responsibility quality.On the other hand,the second classroom teaching is widely carried out to enrich the types of teaching activities through debate competition,science popularization activities,biology encyclopedia knowledge lectures and practical activities.After the action study,the teaching effect was evaluated.Through the questionnaire survey,it was found that after one semester of teaching,the scores of students in all dimensions of social responsibility literacy were significantly improved.Through classroom observation and comparative analysis of students’ homework before and after the action study,it can also be seen that students’ social responsibility literacy has been significantly improved.Through the analysis of the above results,it can be seen that cultivating students’ social responsibility literacy based on STS education is an effective path,which is conducive to promoting teachers’ comprehensive teaching and research ability and greatly enriching campus cultural activities.Through reflecting on the research process and combining with the research conclusions,the following suggestions are put forward: in the actual teaching,the selection of teaching content should closely follow the requirements of curriculum standards,dig the content of teaching materials deeply,and pay attention to the learning needs of students;The selection of teaching content should follow the characteristics of education,integration,experience,adaptability,effectiveness and social ethics.The teaching methods can be question discussion method,situation creation method,role play method and practical experience method,hoping to provide some reference for biology teaching in first-line high school.