Research On The Design Model And Practice Of Middle School Biology Teaching Based On Social Responsibility Cultivatio

The formation and development of social responsibility among teenagers is becoming increasingly important for the development of the nation and society.As such,the government has implemented a series of policies to promote the formation and development of social responsibility among students.The new curriculum reform emphasizes strengthening the connection between curriculum content and students’ life,as well as modern society and technological development.The Strong Foundation Plan selects and trains students who aspire to serve the nation’s major strategic needs and who have excellent comprehensive quality or are top-notch in basic disciplines.This plan emphasizes that education should not only teach students solid basic knowledge and skills,but also cultivate their excellent qualities.The Double Reduction policy also emphasizes the implementation of quality education.In order to explore what social responsibilities can be cultivated during high school biology teaching,how to implement biological social responsibility,and the effects of its implementation,this study is based on the theories of STS education,Constructivism,Quality education,and Dewey’s pragmatism.It adopts methods such as literature review,questionnaire survey,experimentation,and statistical analysis to investigate the current status and existing problems of cultivating biological social responsibility in junior high schools.According to the survey results,a junior high school biology teaching model based on biological social responsibility was designed and implemented in seven classes,from Class A to Class G,for practical research.Surveys were conducted before and after the practice,and the results were statistically analyzed using Excel and SPSS.The survey results are as follows:1.The development of students’ social responsibility reaches a medium level,but the development levels in four aspects—attention to social hotspots,awareness of health and life,environmental protection,and participation in social life practice—are uneven.Specifically,students do not pay enough attention to social hotspots,yet they show relatively high awareness of health and life and environmental protection,while their participation in social life practice is not high.2.The current situation of teachers cultivating social responsibility in students is that most biology teachers clearly understand that the cultivation of social responsibility cannot be separated from school and family education.The school is the main entity responsible for cultivation,and social responsibility education is primarily integrated into classroom teaching.They realize that biology teachers should also undertake part of the social responsibility education work.3.Teachers’ satisfaction with the current situation of social responsibility cultivation in biology is not high.The vast majority of biology teachers believe it is necessary to cultivate social responsibility in students.For this purpose,they should develop curriculum resources,improve their teaching artistry,explore teaching design models for cultivating social responsibility,change educational concepts,and enhance their educational research capabilities.4.Biology teachers have a certain understanding of the goals and content of social responsibility education in junior high school biology classes,and often obtain relevant materials for cultivating social responsibility through the internet.5.The difficulties teachers encounter in integrating social responsibility education into biology teaching include a lack of materials,limited teaching time and energy,a lack of emphasis on this area from the school,difficulties in evaluating social responsibility,insufficient understanding of the connotations of social responsibility,and a lack of awareness of the need to cultivate social responsibility.6.After implementing teaching practices based on cultivating social responsibility,the number of social responsibilities significantly improved varies among different classes,as do the dimensions of improvement.In terms of quantity,there are two classes that show significant improvements in one dimensions in post-test results compared to pre-test results,three classes that show significant improvements in two dimensions and two classes that show significant improvements in three dimensions.In terms of dimensions,six classes show significant improvement in the dimension of attention to social hotspots,one classes in the dimension of health and life awareness,three classes in the dimension of environmental protection,and four classes in the dimension of participation in social life practice.The conclusions that can be drawn are as follows:1.The overall effect of teaching practices based on cultivating social responsibility is significant,with at least two dimensions showing significant improvement in each class.2.The average values of most social responsibility dimensions have increased in all seven classes.The post-test average values are lower in a few dimensions,but the differences with the pre-test average values are not large.From the perspective of median values,the assignment of most dimensions is at an above-average level,indicating that the level of students’ social responsibility is relatively high.3.The quantity and dimensions of significant improvements after teaching practices based on cultivating social responsibility vary among different classes.The practical effects of this study are quite good,with significant results shown in both quantity and dimensions across multiple classes.In addition,the sample size of this study,which includes students from seven classes,is sufficient,making the results more convincing and of certain reference value.However,there are still some shortcomings: the duration of the teaching practice is relatively short,and the effects of the practice could not achieve significant improvements in all four dimensions of social responsibility in each class.The evaluation of the teaching effects is somewhat simplistic,consisting only of peer sharing and discussions,teacher evaluations,and surveys.Furthermore,the evaluation is qualitative,without quantifiable specific evaluation criteria,which makes the evaluation results less rigorous and accurate.