走向深度学习的单元作业理论模型建构——基于ICAP与境脉的融合视角

Construction of a Theoretical Model for Unit Assignments Moving towards Deep Learning—Based on the Integrated Perspective of ICAP and Context

摘要: 在“提质减负”教学改革与核心素养落地的背景下，课程改革在作业环节面临“知识碎片化”与“思维浅表化”的双重挑战，其根源在于缺乏一套连贯的、能引导认知进阶的作业设计理论。本研究融合ICAP学习分类理论与境脉式教学理念，构建了基于ICAP的高中生物学境脉式单元作业设计模型。该模型遵循双向驱动机制：以“横向境脉”联结离散知识，以“纵向ICAP”设计进阶任务链深化思维。以“免疫调节”单元为例，通过“全球健康应对行动”主题境脉与四层级认知任务进行实证。实践表明，该范式能有效引导学习者从被动接受走向交互探究，为作业减负提质提供了新的理论分析框架和实践路径。

Abstract: Under the background of the “Double Reduction” policy and the implementation of core competencies, high school biology assignment design urgently needs to solve the dilemma of “fragmented knowledge” and “superficial thinking”. This study integrates the ICAP cognitive framework with Context-based teaching concepts to construct a context-based unit assignment design model for high school biology based on ICAP. The model follows a dual-drive mechanism: using “Horizontal Context” to connect discrete knowledge, and “Vertical ICAP” to design advanced task chains to deepen thinking. Taking the “Immune Regulation” unit as an example, this study provides an empirical illustration through the thematic context of “Global Health Defense War” and four-level cognitive tasks. Practice shows that this paradigm can effectively guide learners from passive reception to interactive inquiry, providing a feasible path for reducing the burden and improving the quality of assignments.