任务驱动下的跨学科教学实践--以“绿色植物与生物圈的水循环”为例  

Task-driven interdisciplinary teaching practice--Taking“water cycle in green plants and biosphere”as an example

作　　者：唐玉婷 TANG Yuting(High School Affiliated To Nanjing Normal University Dingjiazhuang Junior School,Nanjing 210000,China)

机构地区：[1]南京师范大学附属中学丁家庄初级中学,南京210000

出　　处：《生物学教学》2024年第1期50-52,共3页Biology Teaching

摘　　要：运用信息化传感器,并结合化学、数学、物理、地理等学科知识,设置探究蒸腾作用的主要器官、观察水蒸气散失的结构、分析蒸腾作用的影响因素和讨论蒸腾作用的意义四个任务,完成“绿色植物与生物圈的水循环”一节的教学,实现学生核心素养的进阶培养。By using the information sensor and integrating knowledge from various disciplines such as chemistry,mathematics,physics and geography,four tasks are set,including exploring the main organs of transpiration,observing the structure of water vapor loss,analyzing the influencing factors of transpiration,and discussing the significance of transpiration,thereby completing the teaching of the lesson“water cycle in green plants and biosphere”and achieving the advanced cultivation of students core literacy.

关 键 词：任务教学 跨学科实践 水循环 初中生物学 

分 类 号：G633.91[文化科学—教育学]