例谈高中生物教学中学生生命观念培养的策略——以“通过激素调节”为例

On the Strategies of Cultivating Students'Life Concept in Senior High School Biology Teaching——Take"Through Hormone Regulation"as An Example

生物课程本身就是研究自然生物的成长规律所形成的一门科目,学好生物不仅可让学生积累丰富的科学知识,还可及时培养学生的生命观念,而这将对学生的一生发展产生直接影响,可让学生产生珍惜生命、热爱生命的意识,能够让学生真正实现长远发展。因此,高中生物教师要积极培养学生的生命观念,切实优化学生的学科感悟。该文以"通过激素调节"的教学实践为例,简述了高中生物教学中以生活素材为媒介、以科学发现为探针、以模型建构为原型、以概念图(或思维导图或生理过程图)链知识网、以课堂实训为依托和以课外科技活动为导向的学生生命观念培养策略,以期抛砖引玉。

Biology course itself is a subject formed by studying the growth law of natural organisms.Learning biology well can not only enable students to accumulate rich scientific knowledge,but also cultivate students’life concept in time,which will have a direct impact on the development of students’life.It can make students cherish life and love life,and make students truly realize long-term development.Therefore,senior high school biology teachers should actively cultivate students’life concept and optimize students’subject perception.Taking the teaching practice of"regulating by hormones"as an example,this paper briefly describes the cultivation strategies of students’life concept in senior high school biology teaching,which take life materials as the medium,scientific discovery as the probe,model construction as the prototype,concept map(or mind map or physiological process map)chain knowledge network,classroom training as the support and extracurricular scientific and technological activities as the guidance.