凸显生命观念的教学设计案例与策略——以初中科学“生物体的结构层次”第一课时为例  

Teaching Design Case and Interpretation Highlighting the Concept of Life:Take the First Class of Junior High School Science“Structural Levels of Organisms”as an Example

作　　者：郭艳 GUO Yan(Renhuang Mountain Campus of Huzhou No.5 Middle School,Huzhou 313000,China)

机构地区：[1]湖州市第五中学仁皇山校区,浙江湖州313000

出　　处：《湖州师范学院学报》2024年第10期103-110,共8页Journal of Huzhou University

基　　金：湖州市科技特派员项目(2023KT50)。

摘　　要：以初中科学“生物体的结构层次”第一课时为例,紧密结合浙教版新教材“坚持育人导向,聚焦学生核心素养培育”的理念,强调真实性、实践性和创新性,设计一个以“问题驱动,设疑激趣;小组合作,实践探究;课堂小结,总结反思”为核心的教学案例.该案例通过动手操作、模型制作、自主归纳等活动环节,引导学生认识并阐述组织等相关概念,分析动植物基本组织的结构与功能,以加深学生对结构与功能观的理解.实践证明,将结构与功能观贯穿于本课教学中,不仅有助于学生掌握科学知识,还能强化他们对结构与功能观的理解,从而形成正确的生命观念,提升科学素养.Take the first class of“Structure Levels of Biological Organisms”in junior high school science as an example,closely aligning with the philosophy of Zhejiang textbook version of the new curriculum,which emphasizes authenticity,practicality,and innovation.Design a teaching case centered on the following parts,such as problem-driven learning to arouse interest by raising questions;group cooperation for practical exploration;and class summary for summary and reflection.The case guides students to understand and explain related concepts such as organization through hands-on activities,model making,and independent summarization.It analyzes the structure and function of basic plant and animal tissues,aiming to deepen students’understanding of the structure-function view.In practice,by integrating the structure-function view into the teaching of this class not only helps students master scientific knowledge,but also strengthens their understanding of the structure-function view,thereby forming life concepts and enhancing scientific literacy.

关 键 词：生命观念 结构与功能观 核心素养 

分 类 号：G633[文化科学—教育学]