国内外初中生物学教材跨学科实践模块比较与情境重构模型的本土化建构

Localized Construction of a Situation Reconstruction Model Based on a Comparative Study of Interdisciplinary Practice Modules in Junior High School Biology Textbooks from China and Abroad

摘要: 在义务教育新课标的要求下，本研究旨在构建适应我国初中生物跨学科教学实际的本土化跨学科情境重构模型，提升学生生物学学科核心素养和综合实践能力。以中美初中生物学主流教材为抓手，通过人教版与美国初中生物学教材的跨学科实践模块比较分析，发现美国教材在情境设计、跨学科整合方式、能力培养等方面有明显可借鉴之处。因此，本研究基于情境认知理论和美国三维教学理论，结合跨学科实践活动实施的现实困境，构建了以“情境分类–情境筛选–情境结构”为三要素的本土化情境重构模型，有效实现了情境的真实性与趣味性统一。此外结构化问题链与学科工具显性标注促进了知识的深度应用与迁移，可控性机制确保了学科主线和跨学科整合的协同。该本土化情境重构模型为初中生物教材和实践教学提供了操作性强、理论扎实的参考路径，对培育学生学科核心素养具有现实意义。

Abstract: In response to the requirements of the new compulsory education curriculum standards, this study aims to construct a localized interdisciplinary situation reconstruction model adapted to the realities of junior high school biology teaching in China, thereby enhancing students’ core biological competencies and comprehensive practical abilities. Taking mainstream junior high school biology textbooks from China and the United States as a starting point, and through a comparative analysis of the interdisciplinary practice modules in the People’s Education Edition (China) and American junior high school biology textbooks, it was found that American textbooks offer significant aspects that can be learned from in terms of contextual design, interdisciplinary integration methods, and skill development. Based on situated cognition theory and the American three-dimensional teaching framework, and considering the practical challenges of implementing interdisciplinary activities, this study proposes a localized situation reconstruction model with three core elements: situation classification, situation screening, and situation structuring. This model effectively achieves a balance between authenticity and engagement within teaching scenarios. Additionally, a structured problem chain and explicit marking of disciplinary tools promote the deep application and transfer of knowledge, while the controllability mechanism ensures the alignment of the disciplinary main line and interdisciplinary integration. This localized situation reconstruction model provides a robust and practical reference for junior high school biology textbooks and classroom teaching, and holds significant value for cultivating students’ core scientific literacy.