应用知识深度理论发展深度思维的高中生物学单元作业设计  

Applying depth of knowledge theory to develop deep thinking:A unit assignment design for senior high school biology

作　　者：卢睿 张小勇[1] LU Rui;ZHANG Xiaoyong(College of Life Science,Sichuan Normal University,Chengdu 610101,China)

机构地区：[1]四川师范大学生命科学学院,成都610101

出　　处：《生物学教学》2024年第8期59-63,共5页Biology Teaching

摘　　要：知识深度(DOK)理论将学生思维水平划分为四层,以可见行为动词描述对应思维,可监测学生深度思维形成过程,利于教学评价的开展。深度思维是达成深度学习、培育核心素养的关键,以“基因的表达”单元为例,呈现发展深度思维的高中生物学单元作业设计的一般路径与具体案例,为一线教师教学提供参考。The Depth of Knowledge theory divides students thinking level into four levels and describes each thinking level with a visible action verb,which can be used to monitor the forming process of students deep thinking and facilitate teaching evaluation.Deep thinking is the key to achieving deep learning and cultivating core literacy.This paper presents the general path for senior high school biology unit assignment design to develop deep thinking using the unit“Gene Expression”as an example,in order to provide a reference for the teaching of frontline teachers.

关 键 词：知识深度理论 深度思维 单元作业设计 基因表达 

分 类 号：G633.91[文化科学—教育学]