基于贯穿式情境的高中生物学结构化教学

Structured teaching of high school biology based on integrated scenarios

随着高中生物学新课程、新教材的推进,情境教学、项目化学习等多种教学方式备受重视,但在有效地推动“双新”教学的同时,也带来了新的难题,如多种教学方式的相互融合问题,贯穿式情境与教学过程的有机整合问题等。为此,本文基于建构主义理论和系统思维,对单元教学结构进行了解析,提出并阐述了基于贯穿式情境的结构化教学的内涵、操作路径和教学示例,帮助一线教师有效实施贯穿式情境,整体设计和宏观把握单元教学中学科核心素养的培育,从而纵深推进“双新”教学。

With the advancement of new high school biology courses and the adoption of new textbooks,various teaching approaches such as situational teaching and project-based learning are highly valued.They have effectively advanced the teaching of new courses and new textbooks,but have also brought new challenges,such as the mix of various teaching methods and the integration of scenarios and the teaching process.Therefore,based on the constructivist theory and system thinking,this article dissects the structure of unit teaching and elaborates on the connotation,operation,and examples of structured teaching based on integrated scenarios,to help teachers effectively adopt integrated scenarios in teaching,holistically design and control the fostering of core literacy for the subject in unit teaching,and further advance the teaching of new courses and new textbooks.