生物学教学如何从学科逻辑向认知逻辑转化  

How to transform biology teaching from disciplinary logic to cognitive logic

作　　者：吕海燕 LYU Haiyan(Zhejiang Shaoxing Yangming Middle School,Shaoxing 312000,China)

机构地区：[1]浙江省绍兴市阳明中学,绍兴312000

出　　处：《生物学教学》2024年第12期15-17,共3页Biology Teaching

摘　　要：以“分离定律”为例,通过厘清课程与教材内容的学科逻辑,结合学生的认知规律,依据课标要求设计由学科逻辑向认知逻辑转化的教学,旨在切实发展学生的科学思维与探究能力。Taking the “Law of Segregation” as an example,this paper clarified the disciplinary logic of the curriculum and textbook content,combined it with students' cognitive patterns,and designed teaching that transformed from disciplinary logic to cognitive logic based on curriculum standards.It aimed to effectively develop students' scientific thinking and inquiry abilities.

关 键 词：学科逻辑 认知逻辑 分离定律 教学设计 

分 类 号：G63[文化科学—教育学]