基于学习进阶理论的概念教学——以“染色体变异”为例

Conceptual Teaching Based on the Theory of Learning Progression—Taking “Chromosomal Variation” as an Example

摘要: 在生物学概念教学中，相比于传统教学设计，依据学习进阶理论进行课例设计能更有效地帮助教师精准把握教学关键节点、设定科学的教学目标、合理拆解驱动性问题并细化学习任务，让教学过程有章可循。与此同时，它还能引导学生在零散的事实知识中构建生物学概念，并推动生物学学科核心素养的整合发展。本文以“染色体变异”为实例，在充分研读课标教材和了解学生学情的基础上构建学习进阶框架，并据此指导概念教学实践。

Abstract: Compared to traditional teaching designs in biology concept teaching, lesson design based on the theory of learning progression can more effectively assist teachers in accurately grasping key teaching nodes, scientifically setting teaching objectives, reasonably dismantling driving questions, and refining learning tasks, providing a structured approach for the teaching process. At the same time, it can also guide students to construct biological concepts from fragmented factual knowledge and promote the integrated development of core competencies in biology. This article takes “chromosomal variation” as an example, building a learning progression system based on thorough analysis of curriculum standards and textbooks, as well as a deep understanding of student learning profiles, and then uses this to guide conceptual teaching practice.