借解决生成性问题构建“血糖调节”的思维课堂  

Building a thinking classroom on“blood sugar regulation”by addressing generative problems

作　　者：魏昌瑛[1] 王家付 张文倩 WEI Changying;WANG Jiafu;ZHANG Wenqian(Zhejiang Hangzhou No.2 High School,Hangzhou 310053,China;Future Technology Town School,Hangzhou No.2 High School Education Group,Hangzhou 311121,China;Yuhang School Affiliated to Hangzhou No.2 High School,Hangzhou 311100,China)

机构地区：[1]浙江省杭州第二中学,杭州310053 [2]浙江省杭州二中教育集团未来科技城学校,杭州311121 [3]浙江省杭州二中余杭学校,杭州311100

出　　处：《生物学教学》2025年第2期29-32,共4页Biology Teaching

基　　金：浙江省杭州市教育科学规划课题“基于核心素养的国家高中生物实验课程校本化的实践研究”,No.2024Z188。

摘　　要：新课程改革强调变知识传递为发展思维。本文以血糖调节为例,通过运用归纳、模型构建和小组讨论,解决学生的随机式问题和引导式问题,探讨构建以学生为核心的问题解决式思维课堂,旨在激发学生主动思考,提升学习能力。The new curriculum reform emphasizes transforming knowledge transmission into the development of thinking.This paper took blood sugar regulation as an example and explored the construction of a student-centered problem-solving thinking classroom by using induction,model building,and group discussions to address students random generative problems and leading generative problems,so as to stimulate students active thinking and enhance their learning abilities.

关 键 词：随机式生成性问题 引导式生成性问题 思维课堂 血糖调节 

分 类 号：G633.91[文化科学—教育学]