从学科核心素养比较分析高中生物学教材课后习题——以《细胞的能量供应和利用》章节为例  

Comparative Analysis of the After-School Exercises of High School Biology Textbooks from the Perspective of Discipline Core Literacy—Taking the Chapter “Energy Supply and Utilization of Cells” as an Example

作　　者：杨玮瑜 

机构地区：[1]扬州大学生物科学与技术学院,江苏 扬州

出　　处：《教育进展》2025年第1期722-729,共8页Advances in Education

摘　　要：新课改以来,各版本的新教材致力于学生核心素养的培养,通过对人教版和苏教版《分子与细胞》专题“细胞的能量供应和利用”的课后习题在题量题型、素养指向方面进行对比分析,结果显示人教版课后习题数量和类型上更多样化,更侧重生命观念、科学思维素养的考察,苏教版习题更为精简开放,四个维度考察更为均衡。总结两个版本教材都具有题型多样化、注重情境创设、素养指向全面等习题特征,并提出在教学中应用课后习题应遵循的建议:1) 分析学情,因生制宜;2) 目标指向,筛选习题;3) 课上课下,双线进行。Since the new curriculum reform, the new textbooks of each version are committed to the cultivation of core literacy through the comparative analysis of the after-school exercises on the topic “Energy Supply and Utilization of Cells” in the People’s Education Press and Suzhou Education Press of “Molecules and Cells” in terms of question volume and literacy orientation. The results show that the number and type of after-school exercises of the People’s Education Press are more diverse;they put more emphasis on examining the concept of life and scientific thinking. The exercises of Suzhou Education are more concise and open, and the four-dimensional investigation is more balanced. This paper summarizes that two versions of the textbook have the characteristics of exercises such as diversified question types, emphasis on situation creation, and comprehensive literacy. The application of after-class exercises in teaching should follow the suggestions of 1) analyzing the learning situation, adapting measures to the conditions of students, 2) selecting exercises, and 3) conducting exercises in and out of class.

关 键 词：高中生物学 课后习题 人教版 苏教版 教材分析 

分 类 号：G63[文化科学—教育学]