基于生物学核心素养的评价与思考——以2016年高考(天津卷)理科综合(生物部分)为例  

Evaluation and Thoughts Based on the Key Competence of Biology:Taking the Biology Examination of 2016 NMET for Example

作　　者：祁凤珍 王建[2] 翟林[2] 罗燕[3] Qi Fengzhen Wang Jian Zhai Lin Luo Yan(Yangliuqing NO. 1 High School, Xiqing District, Tianjin, 300380 Tianjin Municipal Preliminary ＆ Middle Education Research Center, Tianjin, 300202 Tianjin Municipal middle ＆ Preliminary Education Research Center, Tianjin, 300202 He Ping District Education Research Center, Tianjin, 300020)

机构地区：[1]天津市西青区杨柳青一中 [2]天津市中小学教育教学研究室 [3]天津市和平区教研室

出　　处：《考试研究》2016年第6期24-34,共11页Examinations Research

基　　金：天津市基础教育学业水平评估中心高考评价项目生物学科组工作成果

摘　　要：高中生物课程改革将以发展学生生物学核心素养为目标,生物学核心素养由生命观念、理性思维、科学探究和社会责任组成。在分析2016年高考(天津卷)理科综合(生物部分)试题特点的基础上,从生物学核心素养角度对全市考生在高考中作答表现进行分析与诊断,通过数据对比及考生典型作答,深入剖析考生在知识和能力上存在的不足及产生原因,提出立足教材基础形成知识体系、创设真实情境发展理性思维和科学探究、把握核心概念形成生命观念、联系生活实际培养社会责任等教学建议,旨在帮助教师在教学中立足学生核心素养的达成,促进学生的主体发展和持续发展。Biology curriculum reform in senior high school will aim to develop students ＇ biology Key Competencies,which is composed of the concept of life,rational thinking,scientific inquiry and social responsibility.Based on the analysis of the feature of the Biology Examination of 2016 Tianjin NMBT,the deficiency and reason in knowledge and ability of the candidates were thoroughly analyzed through the data contrast and the typical answer in entrance examination,This article aims to present some suggestions on forming knowledge？ hierarchy of teaching？material,create true situation development of rational thinking and scientific inquiry,grasp the core concept to form the life idea,and cultivate social responsibility through practice. These suggestions will help teachers to promote student＇s self- motivated development and sustainable development based on the Key Competencies.

关 键 词：核心素养 生物核心素养 评价 

分 类 号：G424.74[文化科学—课程与教学论]