【作者】 周锐；

【导师】 谢建平； 马莉；

【作者基本信息】 西南大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 笔者基于新课标理念和新高考政策的背景,着眼于学生的终身发展,结合当地高中生物教学中存在的诸多问题,如课堂形式和教学设计传统且陈旧,教学内容碎片化,教学方式“填鸭式”,学生的生物学科素养和学习能力欠缺……提出应该在课堂中重视培养学生的学科核心素养。培养生物学科核心素养需要立足于大概念教学,大概念教学的设计理念离不开情境的设计,笔者尝试将“大概念教学”与“主线式情境教学”相结合,辅以“激—探—评”的模型,综合应用于高中生物教学设计中。通过主线式情境的贯穿和有效的课堂活动,帮助学生构建大概念,直至形成生命观念,逐步实现培养学科核心素养的目标,同时也为其他教师进行课堂教学提供参考。首先,笔者通过对最新版本课标进行研究和解读,对相关政策和文件进行了学习,查阅了大量的文献资料,发现目前生物学科领域将大概念教学和主线式情境教学综合运用的实践研究极少,甚至没有,于是确定了本研究有必要开展。本研究的理论源头是情境认知与学习理论、概念转变理论及格式塔心理学等理论,同时对“大概念教学”和“主线式情境教学”“激—探—评模式”等进行概念界定,在此基础上为教学实践找到充分的理论依据。其次,笔者先通过问卷调查法和访谈法,对基于大概念的情境教学培养学科核心素养的现状进行了调查与分析,然后对选择性必修1《稳态与调节》这本教材相应的大概念进行了单元学习主题教学规划,并围绕五个重要概念分别设计了五个单元主线式情境贯穿各个单元,从而激发学生的学习兴趣。通过单元情境中的分支情境对课时内容进行导入,每个课时按照“激—探—评”的流程,围绕次位概念进行探究性教学活动设计,实现高效突破重难点的目标,再设计相应的评价型教学活动,训练学生迁移运用的能力。笔者结合教学活动设计过程和教学实践经验提出基于大概念的主线式情境创设原则和策略,同时提出设计教学活动的原则。接着,笔者在工作单位曲靖市民族中学开展了为期三个月的教学实践研究,选择了两个同等水平的班级作为研究对象,实验班进行基于大概念的主线式情境教学,对照班进行传统教学。通过过程性评价与结果性评价相结合的方式对实践效果进行评估。最后,对实验数据进行结果分析,得出结论:(1)学生喜欢基于大概念的主线式情境教学模式;(2)大概念与主线式情境教学能够促进学生生物学学科核心素养的培养;(3)需要过程性的学习才能形成大概念和发展学科核心素养;(4)基于大概念的主线式情境教学模式有利于教师专业发展。同时,笔者关于如何开展基于大概念的主线式情境教学教学给出一些建议:(1)把握课标,深挖教材,重构教材;(2)设计有效的课堂活动;(3)尝试多样化的教学策略。更多还原

【Abstract】 Based on the new curriculum standard concept and the background of the new college entrance examination policy,the author focuses on the lifelong development of students,and combines with many problems existing in the teaching of biology in local high schools,such as outdated traditional classroom form and teaching design,fragmented teaching content,"cramming" teaching methods,and students’ lack of biological literacy and learning ability...It puts forward that we should attach importance to the cultivation of students’ subject core accomplishment in class.The cultivation of core literacy of biology discipline needs to be based on the big-concept teaching,and the design concept of big-concept teaching cannot be separated from the design of situation.The author tries to combine "big-concept teaching" with "mainline situational teaching",supplemented by the mode of "stimulation-probing-evaluation",and comprehensively apply it to the teaching design of high school biology.Through the through-line situation and effective classroom activities,students are helped to construct big concepts until they form the concept of life,and gradually realize the goal of cultivating the core literacy of the subject.At the same time,it also provides a reference for other teachers to conduct classroom teaching.First of all,the author studied and interpreted the latest version of the curriculum standard,studied relevant policies and documents,and consulted a large number of literature.It was found that there were few or no practical studies on the integrated application of big-concept teaching and mainline situational teaching in the field of biology,so it was necessary to carry out this study.The theoretical source of this study is the theory of situational cognition and learning,conceptual change theory and Gestalt psychology,and at the same time,the concept of "big concept teaching","mainline situational teaching","stimulation--exploration--evaluation model" and other concepts are defined,on this basis to find a sufficient theoretical basis for teaching practice.Secondly,through questionnaire survey and interview,the author first investigated and analyzed the current situation of the cultivation of subject core literacy by situational teaching based on big concepts.Then,the author made a unit learning theme teaching plan for the corresponding big concepts in the textbook Steady-State and Regulation of Optional required Course 1,and designed five units of mainline situations running through each unit based on five important concepts.So as to stimulate students’ interest in learning.The content of class is introduced through the branch situation in the unit context,and the exploratory teaching activities are designed around the secondary concept in accordance with the process of "exciting-exploration-evaluation" for each class,so as to achieve the goal of efficiently breaking through the key and difficult points,and then the corresponding evaluation teaching activities are designed to train students’ ability of transfer and application.Based on the teaching activity design process and teaching practice experience,the author puts forward the principle and strategy of main line situation creation based on the big concept,and also puts forward the principle of designing teaching activities.Then,the author carried out a three-month teaching practice research in Qujing Minzu Middle School,where the author worked.Two classes with the same level were selected as the research objects.The experimental class carried out the main line situational teaching based on the big concept,and the control class carried out the traditional teaching.The practical effect is evaluated through the combination of process evaluation and result evaluation.Finally,the results of the experimental data analysis,the conclusion:(1)students like the main line based on the concept of situational teaching model;(2)Big-concept and mainline situational teaching can promote the cultivation of students’ core literacy in biology;(3)Process learning is needed to form a big concept and develop the core quality of the discipline;(4)The mainline situational teaching model based on the big concept is conducive to teacher professional development.At the same time,the author gives some suggestions on how to carry out the mainline situational teaching based on the big concept:(1)Grasp the curriculum standard,dig deep and reconstruct the teaching materials;(2)Design effective classroom activities;(3)Try diversified teaching strategies.更多还原