How to infiltrate a sense of social responsibility in biology classes

Biology is a scientific, theoretical and practical subject. Unlike liberal arts such as Chinese and politics, it can use many stories and philosophies to directly educate students on ideological and political education. But this does not mean that biology classes can only be boring theoretical knowledge such as explanations of life phenomena and exploration of biological experiments. In the daily biology teaching process, I found that in fact, in the biology classroom, we can still find and create many opportunities to provide moral education to students, and we can also turn biology into a natural science with a strong humanistic nature.

1. Emotional education for students about caring for flowers and trees

In parks and on campus, we see many slogans about caring for flowers and trees. For students at the age of junior high school students, their curiosity is still relatively strong and they are not sensible. It is difficult for them to understand why they should care for flowers, plants and trees. In daily life, they often pick flowers at will, trample lawns, and destroy trees. In our biology textbook for the first grade of junior high school, there is a course called "Blooming and Fruiting" that can educate students in this aspect.

Once, in a class with a relatively large number of underachievers, I told them that flowering and fruiting are a continuous process, with two processes of pollination and fertilization in between. The students listened very carefully. In order to emphasize these two processes, I immediately asked a question about a junior student who often deserted in class but had a flexible mind. I asked: "Li Moumou, why do you say that the two most important structures in a flower are stamens and pistils?" "" He smiled mischievously and replied: "Because the stamens can produce sperm cells, which combine with the egg cells in the pistil to complete the fertilization process. Just like us humans, if there is no male, the female will not be pregnant." After saying this, it immediately triggered all the excitement. The class burst into laughter. I know the characteristics of children at this age and their curiosity about both genders, and I often encounter some of their jokes about this in class. I know that what he added later was intentional, but I still praised him deliberately: "This metaphor from classmate Li is very appropriate. It compares flowers to people, and stamens and pistils are equally important. We can also see from it that from a flower To the formation of a fruit, we have gone through a lot of hardships. What does it mean if we pick flowers at will?" To the surprise of the whole class, I did not criticize him. Instead, they all responded in unison: "It will destroy a fruit! "What if it's an inedible fruit?" "It's equivalent to persecuting his descendants!" I clearly heard and saw Classmate Li's embarrassed reply. I immediately praised: "That's right! From this perspective, how should we treat flowers?" The students' answers of "love her" and "don't pick flowers randomly" made me naturally gain the feeling of loving them and respecting their lives. and emotional education in beautiful things. I think this is much more real and profound than my simple preaching.

2. Let students learn to honor their parents

There is a section "Protecting Biological Diversity" in the second grade biology volume, which uses various means to educate students about the importance of biological diversity. Biodiversity must be protected, otherwise we humans will be the last creatures to become extinct from the earth. My students and I enjoyed the pictures of various rare animals and plants on the ppt. Among them, there was a picture of Zhu Q. I introduced to the students that Zhu?q is very special. Once it lays eggs in a certain tree, if its eggs are eaten by a snake or taken away by others, it will never return to this place to lay eggs again and it will fly. Go far away to re-nest and lay eggs. "It's so smart" "It's so great" "It's so hard-working" After hearing the students' emotions, I said: "Yes, the instinct of animals allows them to protect their children from birth. But how about us humans? It's not like that. Our parents have worked hard to raise us from the day they gave birth to us. Until we can sit here and listen to lectures today, they are busy making a living. How should we repay our parents?" "Study hard? "Serve them when they are old" and "help them with housework." Hearing the students' eager answers, I felt that the biology class at this time was more like a class meeting with the theme of filial piety. The students realized that they admired Zhu Q's spirit. At the same time, we can understand from the bottom of our hearts the greatness and lack of reasons for maternal love, and thus understand that we need to listen to the lessons of our parents and elders and learn how to behave and do things. Then I realized how shameful and inappropriate it would be if I didn't listen to them, or even contradicted my parents and teachers.

3. Educate students on the prevention of early love and physical and mental health in adolescence

Junior high school students are in the golden period of life. During this period, students are undergoing changes in all aspects. Significant and drastic changes are not only reflected in the sudden increase in height and weight, but also in the enhancement of the functions of various systems. Under the stimulation of various hormones, especially estrogen and male hormones, students' sexual organs also develop rapidly, and secondary sexual characteristics begin to appear. In particular, unprecedented physiological phenomena have appeared in boys and girls, such as nocturnal emissions in boys and menstruation in girls. Under the stimulation of hormone secretion, some cases of opposite-sex attraction naturally sprout among adolescent junior high school students. Some even love each other too much, leading to puppy love and affecting their studies. So when I got to the "Adolescence" section of the second volume of the seventh grade, I took advantage of this opportunity to provide psychological guidance to the students. Students may not realize the dangers of early love, and I did not cite examples such as neglecting studies, teenage pregnancy and abortion, etc. I just tell students that in fact all the physiological and psychological changes that occur during adolescence are normal. In particular, I remember that when talking about nocturnal emissions in boys and menstruation in girls, some of the male classmates couldn't help but laugh out loud, and the girls also showed shame. I linked the plan to the section "Human Reproduction" and asked: "You can try to link it to the previous lesson and think about it. If any adolescent boy or girl does not undergo such physiological changes, what consequences will there be?" "The students rushed to answer: "Men will not be able to produce sperm." "Females will not be able to conceive." I continued: "Yes, this is a physiological phenomenon that shows that our reproductive functions are fully developed, otherwise it will lead to what we call 'infertility. The occurrence of infertility is something no one wants to happen." The student nodded thoughtfully. "But it is worth mentioning that opposite sexes attract each other. This is an instinct shared by all animals, and we humans are not just born to reproduce. During adolescence, because our intelligence and memory are at the peak of our power, our focus and What should we focus more on?" The student replied: "Learning knowledge, developing talents, and practicing skills." "Yes, everyone answered well. We must correctly handle the distance between male and female students. Neither being too distant nor too close, we must help each other and make progress together. Only in this way can we plan our future and avoid detours. ”

In fact, In our biology classroom, as long as we teachers teach with our hearts, experience with our hearts, and discover and create with our hearts, there are many examples of moral education being infiltrated through the teaching process. If you are really attentive and good at discovering and creating, you will feel that every question we ask, every knowledge point we teach, and every life phenomenon we observe will become an opportunity for our education and a way for us to communicate with the students’ hearts. A bridge. True realization is like the spring breeze and rain, transforming students' virtues invisibly.