面向环境主题的生物学跨学科实践教学研究  

Research on Interdisciplinary Practical Teaching of Biology for Environmental Theme

作　　者：黄惠涛[1] 丁奕然 HUANG Huitao;DING Yiran

机构地区：[1]江苏省前黄高级中学 [2]东北师范大学教育学部,吉林长春130024

出　　处：《天津师范大学学报（基础教育版）》2023年第5期40-44,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：2022年度教育部哲学社会科学研究重大课题攻关项目“‘双减’背景下基础教育课堂形态与高质量发展研究”(22JZD047);江苏省教育科学“十三五”规划2020年度课题“基于核心素养提升的普通高中跨学科主题学习研究”(B-b/2020/02/12)。

摘　　要：学科通力合作的环境教育,对于落实生物学跨学科实践教学具有重要意义。通过思辨研究与课例研究的方式,研究发现:环境主题具备实践解决现实环境问题、关联社会发展多元学科、生成超越学科本体思想等跨学科实践教学优势。在面向环境主题的生物学跨学科实践具体教学中,可结合生态学的DPSIR模型,采取共情历史变迁、观测环境状态、溯源环境压力、探讨未来影响与构建响应机制等基本策略。研究不仅为面向环境主题的生物学跨学科实践提供了教学范例,同时也反思了环境主题下落实跨学科实践教学的关键要点。Environmental education emphasizes the cooperation of disciplines.It is of great significance for the implementation of interdisciplinary practice teaching in biology.Through the way of speculative research and case study,the research and development of the theme of environment has the advantages of interdisciplinary practice teaching such as solving practical environmental problems in practice,developing multiple disciplines in association with society,and generating the idea of transcend the discipline ontology.The DPSIR model can be combined with the basic strategies of empathy for historical changes,observation of environmental status,traceability of environmental pressure,discussion of future impacts and construction of response mechanisms in the study of interdisciplinary practical teaching of biology oriented to environmental topics.This study not only provides a teaching model for interdisciplinary practice of biology oriented to environmental subjects,but also reflects on the key points of implementing interdisciplinary practice teaching.

关 键 词：环境教育 中学生物学 跨学科实践 DPSIR模型 

分 类 号：G633.91[文化科学—教育学]