贯穿式情境教学在高中生物学教学中的运用——以“主动运输与胞吞、胞吐”为例

The Application of Immersive Situational Teaching in High School Biology Education—Taking “Active Transport, Endocytosis, and Exocytosis” as Examples

摘要: 《普通高中生物学课程标准(2017年版2020年修订)》明确指出真实情境在培养学生生物学学科核心素养中的重要性。大部分教师在教学中设置的情境过于碎片化，导致学生思维不断跳跃，不利于学生思维发展。而创设贯穿整个教学过程的贯穿式情境，有利于增进学生的思维连贯性、落实生物学学科核心素养的培养。本文以“主动运输与胞吞、胞吐”一节内容为例，创设“肾小管处物质的重吸收”这一贯穿式情境，具体阐述贯穿式情境教学在生物学教学中的运用，为一线教师教学实践提供一定的参考与借鉴。

Abstract: The “General High School Biology Curriculum Standards (2017 Edition, Revised in 2020)” clearly emphasizes the importance of authentic contexts in cultivating students’ core competencies in biology. However, most teachers tend to create overly fragmented contexts in their teaching, which leads to frequent jumps in students’ thinking and hinders their cognitive development. Creating a contextualized approach that spans the entire teaching process is beneficial for enhancing students’ cognitive coherence and fostering the cultivation of core competencies in biology. This article takes the section on “Active Transport, Endocytosis, and Exocytosis” as an example, creating a contextualized scenario of “Reabsorption of Substances at the Renal Tubules”, to specifically illustrate the application of contextualized teaching in biology education, providing a reference and guidance for frontline teachers’ teaching practices.