STSE理念下高中生物学社会责任培养的教学实践——以“激素调节的过程”为例

Teaching Practice of Cultivating Social Responsibility in High School Biology under the STSE Concept —Taking “The Process of Hormone Regulation” as an Example

摘要: 针对高中生物学教学中知识传授与价值引领脱节的问题，探索STSE教育理念与社会责任培养的深度融合路径。以“激素调节的过程”为教学载体，构建并实施“STSE情境导入–科学探究–社会议题–技术应用–环境关联–伦理实践”六环节阶梯式教学模式，并将该模式扩展为围绕“内分泌干扰物与人体健康”主题的项目式学习单元，历时4~5周。教学实践结果显示：95%以上学生能系统掌握血糖平衡调节、甲状腺激素分级调节及激素调节特点等核心知识；学生在项目式学习中表现出从被动接受到主动探究的积极转变，健康责任意识、科技伦理判断能力及环境关注素养得到整体提升；实践作业显示学生能将课堂所学转化为实际行动。研究表明，STSE导向的六环节项目式教学模式实现了生物学知识传授与社会责任培养的有机统一，为高中生物学核心素养培育提供了可行范式。

Abstract: To address the disconnection between knowledge imparting and value guidance in high school biology teaching, this study explores the integrated path of STSE educational philosophy and social responsibility cultivation. Using “the process of hormone regulation” as the teaching carrier, a six-stage teaching model of “STSE context introduction-scientific inquiry-social issues-technology application-environmental connection-ethical practice” is constructed and implemented, extended into a project-based learning unit centered on “endocrine disruptors and human health” lasting 4~5 weeks. The results show that over 95% of students systematically master core knowledge; their health responsibility awareness, technological ethics judgment, and environmental concern literacy are enhanced; practical assignments demonstrate the transformation of knowledge into action. The research indicates that the STSE-oriented six-stage project-based teaching model achieves the organic unity of biology knowledge imparting and social responsibility cultivation.