设计思维观照下的生物学单元教学:价值及其实现  

Biology unit teaching under the lens of design thinking:value and implementation

作　　者：孟凡龙 崔鸿[2] MENG Fanlong;CUI Hong(School of Life Sciences,Huaiyin Normal University,Huai'an 223300,China;School of Life Sciences,Central China Normal University,Wuhan 430079,China)

机构地区：[1]淮阴师范学院生命科学学院,淮安223300 [2]华中师范大学生命科学学院,武汉430079

出　　处：《生物学教学》2024年第12期17-20,共4页Biology Teaching

基　　金：江苏省“十四五”教育科学规划2022年重点课题,No.B/2022/03/169;江苏高校哲学社会科学研究一般项目,No.2024SJYB1688;华中师范大学教师教育专项研究项目,No.CCNUTEII 2021-03。

摘　　要：在核心素养语境下,单元学习已成为一种必然的选择,然而设计思维系统参与的缺失制约了核心素养的实践成效,影响了科学教育的健康发展。基于概念本质的准确理解,以发展问题解决能力贯穿单元教学整个过程,融通设计思维构建实践路径:关注“共情需求”科学选择教学主题,通过“定义问题”精准制订教学目标,根据“方案构思”有效分解任务活动,依托“原型制作”表达迁移学习成果,基于“测试迭代”系统构建评价量规。进而实现课标-教学-评估的一体化,促进生物学学科本质和理科属性的深度理解,体现课程育人价值。In the context of core literacy,unit learning has become an inevitable choice.However,the lack of systematic involvement of design thinking restricts the practical effectiveness of core literacy and affects the healthy development of science education.Based on an accurate understanding of the essence of concepts,this paper integrated the development of problem-solving skills throughout the unit teaching process and constructed practical pathways through design thinking:focusing on " empathy needs" to scientifically select teaching themes,precisely formulating teaching objectives through "defining problems," effectively breaking down task activities based on "conceptualizing solutions," expressing transferred learning outcomes through " prototyping," and systematically constructing evaluation criteria based on " testing and iteration." Finally,it achieved the integration of curriculum standards,teaching,and assessment,promotes a deep understanding of the essence of the biology discipline and its scientific attributes,and reflected the educational value of the curriculum.

关 键 词：设计思维 单元教学 实践路径 

分 类 号：G63[文化科学—教育学]