Since 1970s, in order to adapt to the rapid development of science and technology and society and improve the present situation of science education, STS (Science, Technology and Society) education came into being. Its basic idea lies in closely combining science education with the development of science and technology, industrial and agricultural production and social life, promoting the mastery and application of scientific knowledge, and cultivating students into talents with good scientific literacy. However, while developing science and technology and production, protecting the environment on which human beings depend for survival has become an important issue in today's social development, and environmental education has also become an important part of citizens' scientific literacy education. Therefore, STS has been further developed into STSE's educational thought in the National Science Education Standard issued by the United States 1996, and has penetrated into the contents and methods of science teaching, promoting students' understanding of society and their sense of participation. [1] Subsequently, most countries further developed STS into STSE educational thought when formulating curriculum standards or syllabus.
STSE education emphasizes the relationship between science, technology, society and environment, and attaches importance to the application of science and technology in social production, living environment and social development, which is a new concept to guide and implement subject education. In May, 20001year, the State Council's Decision on the Reform and Development of Basic Education clearly stated: "Accelerate the construction of a new basic education curriculum system that meets the requirements of quality education, social development and scientific and technological progress". The specific goal of basic education curriculum reform in the Outline of Basic Education Curriculum Reform (Trial) emphasizes "changing the current situation that the curriculum content is difficult, miscellaneous, biased, old and too focused on book knowledge, and strengthening the curriculum content and knowledge.
2. The significance of permeating STSE education in senior high school biology teaching.
2. 1 is conducive to promoting the new curriculum reform.
In March, 2003, the Ministry of Education promulgated "Biology Curriculum Standard for Ordinary Senior High Schools (Experiment)", which takes improving each student's biological science literacy as the basic concept of the new curriculum. In the second part of the standard, "curriculum objectives", it is clearly put forward that "understanding the application of biological science knowledge in life, production, scientific and technological development and environmental protection" and "understanding the essence of biological science and technology can correctly understand the relationship between science, technology and society. Be able to use biological science knowledge and concepts to participate in the discussion of social affairs. " It can be seen that this curriculum reform attaches importance to students' STSE education. Therefore, strengthening STSE education for students in the new curriculum teaching is conducive to the smooth progress of the new curriculum reform.
2.2 is conducive to the improvement of students' scientific literacy.
"Scientific literacy" is a term with a wide concept, which contains many elements related to science, such as understanding the relationship between science, technology and society, as well as knowledge, skills and attitudes. These elements are necessary for students to develop their abilities of scientific inquiry, problem solving and decision-making, and also for students to become lifelong learners and maintain their awareness of thinking and inquiry about the surrounding world. [3] The new curriculum standard points out that "senior high school biology curriculum will further improve students' biological science literacy on the basis of compulsory education. In particular, cultivate students' scientific inquiry ability, help students understand the relationship between biological science, technology and society, enhance students' sense of responsibility for nature and society, and promote students to form a correct world outlook and values. " [4]STSE education believes that "scientific inquiry is the core of science and scientific learning", attaches importance to students' experience of scientists' research methods and general procedures, emphasizes self-discovery and inquiry, allows students to experience the interaction between activities and thinking processes, and emphasizes that students learn to know the world in practice, learn scientific methods and exercise scientific thinking in inquiry, and develop scientific quality and attitude. Therefore, STSE education is conducive to the improvement of students' scientific literacy.
2.3 is conducive to guiding students to pay attention to the sustainable development of human society.
After thousands of years of development, human society has achieved brilliant civilization, but at the same time, it is also facing many problems such as global population expansion, food shortage, lack of energy resources, proliferation of nuclear weapons and rampant international terrorist activities, which seriously threaten the survival and development of mankind. 1992, the United Nations Conference on Environment and Development held in Rio de Janeiro adopted 2 1 agenda, suggesting that environmental education should be repositioned to adapt to sustainable development. China's 265438+20th century agenda clearly points out: "It is necessary to strengthen the indoctrination of the sustainable development thought of the educated ... and run the sustainable development thought through the whole education process from primary school to higher education". [5] Therefore, the Ministry of Education decided to formulate curriculum standards and corresponding curriculum guides for sustainable environmental education in primary and secondary schools. At the same time, through the infiltration of STSE education in the teaching process of various subjects, students can understand the problems facing mankind at present, thus prompting them to have a sense of crisis and urgency to solve these problems. For example, the second part of the Standard clearly puts forward that "love nature, cherish life, understand the significance of harmonious development between man and nature, and establish the concept of sustainable development".
3. Ways and methods of infiltrating STSE education in senior high school biology teaching
STSE education has a wide range of contents, involving science, technology, society and environment, which requires teachers to expose students to the reality of social life related to science and technology as much as possible in teaching; On the other hand, students are required to participate in real life and production through various channels, actively learn biological knowledge in social life practice, and cultivate students' inquiry ability, thinking ability and innovative spirit.
3. 1 Classroom teaching is the main channel to infiltrate STSE education.
Classroom teaching is the main position of school education. To infiltrate STSE education in classroom teaching, we should not only pay attention to connecting daily life with production practice, but also properly infiltrate the content of biological high technology. Teachers should base themselves on the teaching materials, fully tap and use the emotional education factors in the teaching materials, and adopt various teaching methods to mobilize the enthusiasm of students to participate in learning. [6] At the same time, by designing a reasonable and clearly defined teaching process, STSE education is harmoniously combined with the overall emotional teaching requirements of textbooks. For example, when talking about "plant hormone regulation", let students discuss the application value of plant hormones and their harm to human beings and the environment, and guide students to pay attention to the relationship between the development of biological science and society; When talking about "protecting the ecological environment", strengthen STSE education, make students form environmental awareness and establish the concept of harmonious development between man and nature.
3.2 Inquiry learning is a new platform for STSE education.
Research-based learning provides a platform for STSE education, and STSE education points out the feasible direction for the smooth development of research-based learning courses. Under the educational thought of STSE, the subject of research-based learning focuses on students' interests, and the content is oriented to students' whole life world, scientific world and humanistic world. Students can experience the relaxation and pleasure of alternative learning through the investigation and understanding of their own life and social life reality; Through the understanding of science and technology in social life, especially in the environment, enhance their sense of social responsibility and cultivate their concept of sustainable development; Through the process of scientific inquiry, experience the hard-won success and the sweetness and joy after success; Through the feelings of scientific methods, scientific attitudes and thinking habits, cultivate their thoughts and feelings of loving science. All these enable students to deepen their understanding of STSE on the basis of emotional experience, and at the same time construct knowledge in a subtle way. [7] For example, the content goal of the new textbook Biology 3: Steady State and Environment includes "paying attention to global ecological and environmental issues". On this issue, teachers can guide students to understand what is a global ecological environment problem. What's the connection between them? Why should these ecological problems attract the attention of all mankind? What should we do with such a problem? Around these problems, teachers can guide students to consult relevant literature, visit scientific and technical personnel and relevant experts, and write a survey report with certain quality, which will undoubtedly help students pay more attention to global ecological environment issues, make students form the consciousness that environmental protection needs to start from me, and help students establish the concept of harmonious development between man and nature.
3.3 The second classroom is a good position to carry out STSE education.
As one of the three sections of teaching, activity class can combine the theory and practice that students have learned, and at the same time, it can consolidate theoretical knowledge and let students see their own value in practice. Extracurricular activities are a platform for students to display their talents, which is conducive to the development of students' personality and gives students with different talents a chance to succeed. The new curriculum standard attaches great importance to making full use of the learning resources of schools and communities, so that students can go out of the classroom and the school gate to investigate, inspect, observe and feel in society and nature. Therefore, teachers should provide students with opportunities to use their brains and practice as much as possible in teaching, so that students can solve certain practical problems by designing their own experimental schemes and operations. For example, after learning "hormone regulation of plants", organize students to design experiments to explore the role of plant growth regulators in cutting rooting; After talking about the ecosystem, encourage students to design and make their own eco-bottles. In addition, teachers can hold a wealth of scientific lectures and forums to enhance students' interest in learning biology and stimulate students' enthusiasm for learning scientific knowledge.
3.4 Flexible application of modern multimedia for STSE education
Using multimedia teaching is a necessary means to implement STSE education. Teachers can attend one or two power-saving classes from time to time, so that students can watch teaching videos at the right time. Often watch columns such as "Man and Nature", "Exploration and Discovery" and "Science and Technology Exhibition", and record some related science and technology programs with video recorders for students to watch through online classrooms; Students can also be encouraged to consult the knowledge and information that are not available in textbooks and life online.
4. Conclusion
Practice has proved that STSE education is the guiding ideology to guide the reform of science teaching in middle schools, and it is also a criticism of the subject-centered theory. It can not only improve students' knowledge level, promote the development of students' all-round quality, make students learn to survive, learn to learn, and enhance their ability to adapt to society, but also make students understand the trend of today's scientific and technological development, care about the relationship between human society and biology, and pay attention to the problems that human beings can't solve at present, so that students' learning goals are more clear and keep up with the pace of the times.
It can be seen that STSE education is a new scientific education model that adapts to the 2 1 century. At present, it is in the experimental stage in China, and the establishment and improvement of this educational model need the joint efforts of the vast number of science educators and all walks of life. With the acceleration of globalization, China's educational ideas and models will also change constantly, and STSE's educational ideas will be recognized and accepted by all sectors of society.
[References]
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[4] Ministry of Education of People's Republic of China (PRC). Senior high school biology curriculum standard (experiment) [M]. People's Education Press, 2003.
[5] Qiao Honghua. Practical research on STSE education in middle school physics teaching [D]. Changchun: Northeast Normal University, 2005.
[6][7] Lv Kangshe, Wang Xin. Thoughts on developing STSE education under the new curriculum concept [J]. Journal of Continuing Education of Shaanxi Normal University 2006,23,2:10/~104.