A Brief Talk on Humanistic Education and Ethical Education of Science and Technology in Senior High School Chemistry Teaching

Infiltrating humanistic education in chemistry teaching is to cultivate the humanistic spirit of paying attention to diverse social life, advocating science and opposing superstition and blind obedience, so as to enable students to establish a correct world outlook, outlook on life and scientific outlook, cultivate their social consciousness and enhance their sense of mission and responsibility in serving the society.

First, the significance of humanities education and ethics education in science and technology

In China, due to the great pressure of college entrance examination, the teaching organization and management and the teaching of subject content have become the primary tasks of science teachers' classroom teaching. Chemistry teaching in middle schools rarely involves scientific ethics education and humanistic spirit cultivation, which weakens humanistic education.

Moral education for students is an important part of quality education. Infiltrate humanities education and ethics education of science and technology in chemistry teaching, highlight the educational function of chemistry science, correct the scientific tendency in chemistry teaching, make students combine learning chemistry knowledge with understanding society and solving practical chemical problems related to society, and cultivate their sense of social responsibility and mission.

Second, how to carry out humanities education and ethics education in science and technology.

1. Fully tap the exemplary role of scientists' personality charm and shape students' noble personality. Using the great personality charm of scientists in creating great achievements to influence the education of students will have a subtle influence on helping students form a good world outlook.

2. Educate patriotism and scientific attitude with chemical history.

Patriotism education. The history of chemistry is rich in patriotic humanistic education materials, and chemists' patriotic stories emerge one after another. Before liberation, Dr. Hou, who studied in the United States, resolutely gave up his comfortable life in the United States and returned to the embrace of the poor and backward motherland in order to break the blockade of the imperialist countries on alkali-making technology. After painstaking research, the world-famous Hou's soda production method was invented and made public. What a patriotic feeling and noble personality this is!

(2) Education of scientific attitude. One of the important reasons why scientists can become scientists is that they have a scientific attitude: respecting science, seeking truth from facts, striving for perfection, and not afraid of hard work. The discovery history of halogen elements such as fluorine, chlorine, bromine and iodine is a realistic history for chemists. Showing the tenacious perseverance, selfless dedication and serious scientific attitude of chemical pioneers with concrete examples in teaching can enrich students' scientific feelings and cultivate good scientific literacy.

3. Educate the ethics of science and technology with the stories of scientists. Morality and ethics can purify the mind. In high school chemistry textbooks, most ideological education content does not occupy an obvious position, which requires teachers to study the textbooks carefully, fully tap the potential moral education factors in the textbooks, and carry out moral education through the analysis of knowledge.

When students were studying organic chemistry, they once encountered an exercise of the greatest invention of the twentieth century with aspirin as the theme. I lost no time in quoting the story of discovering aspirin for moral education. The predecessor of aspirin is a drug called spirSaure, which has great side effects. In order to treat his father, Hoffman devoted himself to studying ways to improve this medicine. Later, the structure of the drug was modified to reduce the side effects of the drug, and the modified drug was named aspirin. This story reflects the ideological connotation of filial piety and caring for the elderly from the side. Although the story is short, the educational effect is self-evident.

It is one of the effective ways to infiltrate humanistic education and ethical education of science and technology by using chemical history, but we should pay attention to its strategy in concrete practice, and must not usurp the host's role, grasp the feasibility of infiltration and pay attention to the repetitiveness of infiltration. For all students, from "filling" students as containers to "educating" students as living people with thoughts and feelings.