培养高阶思维的“生态系统的能量流动”教学设计

Teaching Design for “Energy Flow in Ecosystems” to Cultivate Higher-Order Thinking

摘要: 生物学以生命现象为教学情境，以真实问题为载体，在解决问题时，高阶思维既是“脚手架”，也是学习的目标。以人工桑基鱼塘生态系统为例，借助同位素标记法，通过¹⁴C标记的物质传递，显现出能量流动的过程，并通过问题链设计，驱动学生构建“一来四去”能量流动模型，在此过程中培养问题分析能力、问题解决能力、批判性思维和创造性思维等，即发展高阶思维。

Abstract: Biology employs life phenomena as its pedagogical context and authentic problems as its vehicle. In problem-solving, higher-order thinking serves both as a “scaffolding” and as a learning objective. Taking the artificial Sankey-fish pond ecosystem as an example, isotope labeling techniques reveal energy flow processes through the transfer of ¹⁴C-marked substances. Through carefully designed problem chains, students are guided to construct the “one in, four out” energy flow model. This process cultivates their analytical and problem-solving abilities, critical thinking, and creative thinking, thereby developing higher-order thinking.