基于重要概念的论证式教学课例研究——以浙科版“生物的多样性、统一性和进化”为例

基于新课标重要概念4.1,结合浙科版“生物的多样性、统一性和进化”课时内容,论证“当今生物具有共同的祖先”观点,结合构建的进化论模型对生物的多样性进行论证,并在初次实践的基础上修改、完善后再次实践,让学生在构建、理解及应用生物学概念的过程中发展科学思维,落实核心素养的培养。

论生物的统一性

当今时代,保护生物多样性已经成为可持续发展的前沿问题之一,在关注生物多样性的同时,不能忽略生物的统一性。文章从生命的化学起源、化石的进化、细胞是生命的基础、生物的构成、生态系统的构成等角度考察了生物的统一性,为保护生物多样性提供了理论支持。

大概念理念下的生物单元设计——以初中生物“环境中生物的统一性”单元为例

单元设计是实现课堂教学改革的着力点,围绕大概念进行整合分析是单元设计的重要措施之一。本文以苏科版初中生物“环境中生物的统一性”单元教学为例,进行单元设计,论述了大概年理念下的单元目标制定,活动及评价设计。具体设计过程是:指向概念深入理解的单元目标设计—以提升概念层级为路径的单元活动设计—重视概念迁移应用的单元评价设计。

大概念视角下的初中生物单元教学设计及实施策略——以“环境中生物的统一性”单元为例

单元设计是实现课堂教学改革的着力点,帮助教师对学科知识进行统筹规划,避免“课时主义”。大概念具有概括性、普遍性,反映学科本质,围绕大概念进行单元设计,有利于培养学生的核心素养。本文基于逆向教学设计思路提出大概念视角下单元设计的实施策略,即:制订指向概念深入理解的单元学习目标、确立重视概念迁移应用的单元学习评价、设计以提升概念层级为路径的单元学习活动,以单元教学服务于学生核心素养的发展,让学生更好地适应未来社会。

Building an Ecological Civilization in China： Towards a Practice Based Learning Approach

The adoption by the 18th Congress of the Communist Party of China in November 2012 of a policy on ecological civilization is a landmark event for the nation and the world community. China＇s vision for building an ecological civilization is comprehensive, multi-sectoral and systemic and is intended to direct and balance progress among ecological, economic, social, cultural and political dimensions of change. Some on-going efforts and potential future activities that meet China＇s vision of an ecological civilization are described. Establishment of dedicated ecological civilization areas for experimenting with legal, regulatory and administrative incentives that would facilitate the march towards the ideal is encouraged. Chinese biosphere reserves which are designated with the explicit aim of building harmony between humans and nature would be suitable candidates for designing and developing such dedicated ecological civilization areas.