生物学“读悟做”教学的内涵、价值与实施路径  

Connotation,Value and Implementation Path of Biology “Reading,Understanding and Practice” Teaching

作　　者：刘波[1] 李高峰[2] Liu Bo;Li Gaofeng

机构地区：[1]陕西师范大学教师发展学院/陕西教师发展研究院,西安710062 [2]陕西师范大学生命科学学院,西安710119

出　　处：《课程.教材.教法》2025年第2期130-136,共7页Curriculum,Teaching Material and Method

基　　金：全国教育科学“十四五”规划2022年度教育部重点课题“中学生科学推理能力的评价研究”(DHA220396)。

摘　　要：开展生物学“读悟做”教学,让学生在批判与重构中深化生物学理科属性与科学本质的体认,在统整与扩展中促进结构化学习方式的联结与迁移应用,在具身与系统中实现跨学科学习的转向。设计和开展生物学“读悟做”教学时,教师应以大概念主题为统领,开展单元与课时整合的“读悟做”教学;以学科实践活动为依托,在科学实践中变革学习方式;以社会性科学议题为情境,实现社会性科学推理能力的迁移。It is important to carry out biology "reading,understanding and practice" teaching so that students can deepen their understanding of biology attributes and the nature of science through criticism and constructive activities,promote the connection,transfer,and application of structured learning method in integration and expansion,and realize the transformation of students' interdisciplinary learning through embodiment and systematization.When designing and implementing the teaching,teachers should use big idea theme as guide and conduct teaching that integrates unit and lesson,transform learning method in scientific practice based on disciplinary activity,and facilitate the transfer of socioscientific reasoning ability with socio-scientific issue as contextual scenario.

关 键 词：生物学“读悟做”教学 学会学习素养 学科实践 结构化学习方式 

分 类 号：G633.91[文化科学—教育学]