基于“二十四节气”的农耕文化对提高高中学生生物学素养的探索

Exploration of the Enhancement of High School Students’ Biological Literacy through Agricultural Culture Based on the “Twenty-Four Solar Terms”

摘要: “二十四节气”作为农耕文化的核心载体，其衍生的“七十二物候”包含丰富的动植物知识，与高中生物学联系紧密。文章以《普通高中生物学课程标准》为依据，聚焦人教版高中生物学教材，挖掘教材中与“七十二物候”关联的知识点，明确“七十二物候”现象在分子与细胞、稳态与调节、生物与环境等章节中的分布与生物学核心素养的关系。同时，探讨将其融入生物学教学中的意义并提出相关的融入策略。旨在为一线高中生物学教师提供参考，助力提升教学质量与学生生物学素养，并推动传统文化与自然科学教育的融合。

Abstract: The “Twenty-Four Solar Terms”, as the core embodiment of agrarian culture, have spawned the “Seventy-Two Phenological Periods” that encompass extensive knowledge of flora and fauna, closely tied to high school biology. This study, grounded in the “General Senior High School Biology Curriculum Standards” and focusing on the People’s Education Press (PEP) high school biology textbook, explores knowledge points related to the “Seventy-Two Phenological Periods”. It clarifies how these phenomena are distributed across chapters such as molecular and cellular biology, homeostasis and regulation, and biology and environment, and their connection to core biological competencies. Additionally, the paper examines the significance of integrating these concepts into biology teaching and proposes relevant strategies. The aim is to provide references for frontline high school biology teachers, enhance teaching quality and students’ biological literacy, and promote the deep integration of traditional culture with subject education.