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零散知识进阶为完整概念——以“病毒”为例 被引量:1

Advancing scattered knowledge advancement into a complete concept,with“virus”as an example
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摘要 针对部分高中学生认为生物学知识杂乱不成体系的现象,以病毒为例说明如何引导学生实现不在课标“重要概念”内的零散知识的进阶,并对这一类知识的教学提出了一些建议。
作者 龙威 吴宁 Long Wei;Wu Ning
出处 《生物学教学》 2022年第6期91-93,共3页 Biology Teaching
基金 江苏省中小学教学研究第十三期课题“基于‘学习进阶’的高中生物核心概念教学实践研究”,No.2019JK13-L115。
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