基于逆向教学设计的高中生物学“教、学、评”一体化设计与实践——以“重组DNA技术的基本工具”一节为例

Design and Practice of Integrated “Teaching, Learning, and Assessment” in High School Biology Based on Reverse Instructional Design—Taking the Lesson “Basic Tools of Recombinant DNA Technology” as an Example

摘要: 新课程改革强调深入贯彻实施课程标准，教学过程中应严格以课程标准为指引，全面协调教学、评价等各个环节。然而课堂缺乏目标导向、教学与课程标准不一致以及“教、学、评”分离等现象仍较为普遍，折射出当前传统的教学设计思路亟需变革。逆向教学设计为“教、学、评”一体化提供了可操作的设计模式，且本身就蕴含了“教、学、评”一致的理念，二者相得益彰，十分契合。本文以高中生物学选择性必修三“重组DNA技术的基本工具”为例，探究基于逆向教学设计实现“教、学、评”一体化的路径，为“教、学、评”一体化实践提供参考。

Abstract: The new curriculum reform emphasizes the thorough implementation of curriculum standards, with the teaching process strictly guided by these standards, coordinating all aspects such as teaching and assessment. However, the lack of goal-oriented classrooms, inconsistency between teaching and curriculum standards, and the separation of “teaching, learning, and assessment” are still common phenomena, reflecting the urgent need for change in the current traditional instructional design approach. Reverse instructional design provides a practical design model for the integration of “teaching, learning, and assessment,” and inherently embodies the concept of alignment among these three components, complementing each other perfectly. This paper explores the path to achieve integrated “teaching, learning, and assessment” based on reverse instructional design, using the example of “Basic Tools of Recombinant DNA Technology” from the elective compulsory course for high school biology, to provide a reference for the practice of integrated “teaching, learning, and assessment.”