生物学教科书做好科学教育加法的四重逻辑  

Four Logic of Science Education Addition in Biology Textbook

作　　者：朱家华 Zhu Jiahua

机构地区：[1]人民教育出版社博士后科研工作站,北京100081 [2]临沂大学生命科学学院,临沂276000

出　　处：《课程.教材.教法》2025年第4期115-120,共6页Curriculum,Teaching Material and Method

摘　　要：在教育“双减”中,探讨中学生物学教科书如何做好科学教育加法,有助于提升教科书育人价值。在历史逻辑上,做好教科书加法需基于其时代使命、课程标准等,找准依据;在价值逻辑上,做好教科书加法需立足其知识价值,选择强有力的知识,合理呈现不同的知识类型,实现教科书表层结构和深层结构的统一;在现实逻辑上,要围绕教科书的内容呈现,形成做好教科书加法的方法路径;在实践逻辑上,要从如何精选知识内容、强化概念组织、提升科学思维、优化栏目设置等方面加以落实。Against the backdrop of double reduction policy in education,exploring how middle school biology textbook can implement scientific education addition is crucial for improving the educational value of textbook.In terms of historical logic,we should follow the norms based on the historic mission of the addition and curriculum standards.In terms of value logic,we should be rooted in its knowledge value,select powerful knowledge,and present different types of knowledge,achieving the unity of the surface and deep structure of textbook.In terms of reality logic,we should focus on the presentation of textbook content to form effective methods for the addition.In terms of practice logic,we should work on how to select knowledge content,strengthen concept organization,improve scientific thinking and optimize section setting.

关 键 词：教科书 科学教育加法 科学思维 科学精神 

分 类 号：G633.91[文化科学—教育学]