“银杏雌雄株的判别”项目式学习实践中思维能力的进阶培养  

Fostering highorder thinking skills in projectbased learning practice: Taking “Discrimination of Male and Female Ginkgo Trees” as an example

作　　者：孙健 SUN Jian(Jiangsu Lianyungang Ganma Senior High School,Lianyungang 222124,China)

机构地区：[1]江苏省连云港市赣马高级中学,连云港222124

出　　处：《生物学教学》2024年第9期66-68,共3页Biology Teaching

基　　金：江苏省教育科学“十四五”规划2021年度立项课题“高中生物教学中项目式学习设计策略研究”,No.D/2021/02/298。

摘　　要：随着新高考的全面实施,高考中生物学实验部分的考查占比较大,考查内容也不再局限于教材知识的记忆,而是更加侧重于对学生实验设计、探究和迁移应用能力的考核,这就要求高中教师立足教材文本内容逐步拓宽各类实验的深度和广度,进而让学生通过参与项目式学习活动逐步发展多维度的高阶思维。基于此,以“银杏雌雄株的判别”这一项目式学习活动为例,综合探讨高中生物学项目式学习中学生思维能力的进阶培养策略,希望为教学提供参考。With the comprehensive implementation of the new college entrance examination,the examination of biological experiments in the college entrance examination accounts for a large proportion.The examined content is no longer limited to the memorization of textbook knowledge;instead,more emphasis is placed on the assessment of students\experimental design,exploration,and transfer application abilities.This requires senior high school teachers to gradually increase the depth and extensiveness of various experiments based on the content of textbooks,and then allow students to gradually develop their multidimensional higherorder thinking through participating in projectbased learning activities.In this context,this article takes the projectbased learning of“discrimination of male and female ginkgo trees”as an example to comprehensively discuss the strategies for fostering students\highorder thinking skills in projectbased learning in senior high school biology,in order to provide a reference for teaching.

关 键 词：项目式学习 思维能力 高中生物学 

分 类 号：G633.91[文化科学—教育学]