促进结构化反思的高三生物学复习教学设计与实践  

Design and practice of high school biology review to promote structured reflection

作　　者：陈廷华[1] 赵宁 CHEN Tinghua;ZHAO Ning(Jiangsu Wuxi Furen High School,Wuxi 214123,China)

机构地区：[1]江苏省无锡市辅仁高级中学,无锡214123

出　　处：《生物学教学》2025年第2期8-12,共5页Biology Teaching

基　　金：江苏省基础教育前瞻性教学改革实验项目“高中生物学具身创造式学习模式建构与深化实践”,2022JSQZ0201;江苏省教育科学“十四五”规划重点课题“工程教育视野下高中生物学学科实践学习空间开发研究”,No.B/2023/03/46。

摘　　要：具身学习是身体、认知与外部信息发生有意义交互的过程,结构化反思是确保认知升级、学习有效的关键。本文以“细胞代谢”的模块内容复习为例,基于具身学习方式和进阶式学习目标,对高三生物学复习进行了整体化、结构化教学设计,促进学生结构化反思,以顺应新高考人才选拔要求,转变教学方式,实现减负增效。Embodied learning is a process of meaningful interaction between the body,cognition,and external information,while structured reflection is key to ensuring cognitive advancement and effective learning.This paper took the module content review of“Cell Metabolism”as an example and presented a holistic and structured teaching design for the biology review in the senior year of high school,based on embodied learning approaches and progressive learning objectives,so as to promote students structured reflection in response to the new college entrance examination talent selection requirements,transform teaching methods,and achieve a reduction in workload while increasing effectiveness.

关 键 词：具身学习 结构化反思 学习进阶 细胞代谢 

分 类 号：G633.91[文化科学—教育学]