模式生物小鼠赋能高中生物学作业设计——一种指向核心素养的“一线–四阶–四型”模型构建与实践

Model Organism Mice Empowering High School Biology Homework Design—Construction and Practice of a “One Line, Four Stages, Four Types” Model Oriented to Core Literacy

摘要: 为破解高中生物学作业知识点碎片化、脱离真实情境等问题，以模式生物小鼠为情境载体，构建了“遗传–变异–进化–伦理”四阶一体的知识主线，系统设计书面型、探究型、实践型与口头型四类作业，形成“一线–四阶–四型”作业设计模型。该模型注重学生在知识理解、迁移、创新与评价四个认知阶段的递进发展，旨在同步提升其科学思维、科学探究能力与社会责任意识。本研究为一线教师提供了可操作的设计框架，是核心素养在作业环节落地的一次有效探索。

Abstract: To address the challenges of fragmented knowledge points and disconnection from real-world contexts in high school biology assignments, a novel “One-Line, Four-Stages, Four-Types” assignment design model has been constructed. This model employs the model organism mouse as a situational anchor and establishes an integrated knowledge thread connecting “Heredity-Variation-Evolution-Ethics”. It systematically designs four categories of assignments: written, inquiry-based, practical, and oral, forming a coherent instructional framework. The model emphasizes students’ progressive cognitive development through four stages—knowledge understanding, transfer, innovation, and evaluation—aiming to simultaneously enhance their scientific thinking, scientific inquiry skills, and sense of social responsibility. This study provides an operable design framework for frontline teachers and represents an effective implementation of core competencies in the assignment segment of biology education.