基于生命观念的评价与思考——以2018年高考(天津卷)理科综合生物部分为例  

Evaluation and Thoughts Based on Life Concept: Taking the Biology Examination of 2018 NMET for Example

作　　者：翟林[1] 许志勇[2] 王健 祁凤珍 罗燕 Zhai Lin;Xu Zhiyong;Wang Jian;Qi Fengzhen;Luo Yan(Tianjin Municipal Intermediate ＆ Preliminary Education Research Center,Tianjin,300200;Tianjin Municipal Eductional Adimission ＆ Examinations Authority,Tianjin,300387;Tianjin Municipal Intermediate ＆ Preliminary Education Research Center,Tianjin,300200;Yangliuqing No.1 High School,Tianjin,300380;Tianjin No.21 High School,Tianjin,300700)

机构地区：[1]天津市中小学教育教学研究室 [2]天津市教育招生考试院 [3]天津市中小学教育学研究室 [4]天津市杨柳青一中 [5]天津市第二十一中学

出　　处：《考试研究》2018年第6期28-39,共12页Examinations Research

基　　金：2018年天津市教育质量评估监测中心高考评价项目生物学科组工作成果

摘　　要：生命观念是生物学科核心素养的标志,是科学世界观在生物科学中的体现,是学生认识生命现象和研究生命现象的基本思维方法。本文结合必备知识、关键能力、生命观念及育人价值,分析了2018年高考(天津卷)理科综合生物部分试题的特点,在对考生的作答表现进行诊断性评价的基础上,重点分析了生物学科核心素养中生命观念在作答中的作用,提出建立生命观念需要把握学科核心概念,加强科学探究和科学思维的训练,加强阅读与写作能力培养,从而提升社会责任。Life concept is a sign of biological key competencies,the embodiment of scientific conception of the world in biology sciences,and the basic thinking method for students to understand and study life phenomena. Based on the necessary knowledge,key abilities,life concept and educational value,this article analyzes the feature of the Biology Examination of 2018 Tianjin NMET. On the basis of diagnostic evaluation,we manly focus on the role of the life concept in examinee＇ answers. We suggest that teachers should grasp the core concepts of the subject,strengthen the training of scientific inquiry and scientific thinking,strengthen the training of reading and writing abilities so as to establish the life concept and enhance the social responsibility of the students.

关 键 词：生物学科核心素养 生命观念 评价 

分 类 号：G424.74[文化科学—课程与教学论]