基于CER论证模型的跨学科教学设计——以“细胞膜的组成与结构”的探究为例

Interdisciplinary Teaching Design Based on the CER Argumentation Model—A Case Study of Exploring the “Composition and Structure of the Cell Membrane”

摘要: 设置四轮层层递进的CER论证探究活动，依次引导学生通过证据推理论证细胞膜的脂质成分、磷脂在水环境中的排布规律、细胞膜中蛋白质与糖类的存在形式，并通过深度质疑推翻静态三明治模型，逐步建构并完善细胞膜流动镶嵌模型。学生基于CER论证模式不断论证、质疑观点，深化学生对细胞膜结构探索历程及核心结构的认知，有效锻炼学生的证据推理与模型建构能力。教学过程整合物质的物理化学性质、科学史实证逻辑等跨学科知识，学生在学习过程中结构化、立体化理解知识。

Abstract: Four progressively designed rounds of CER (Claim-Evidence-Reasoning) argumentation activities are implemented to guide students step by step in using evidence and reasoning to demonstrate the lipid composition of cell membranes, the arrangement pattern of phospholipids in an aqueous environment, and the existence forms of proteins and carbohydrates in cell membranes. Through in-depth questioning, students overturn the static sandwich model and gradually construct and refine the fluid mosaic model of the cell membrane. By continuously engaging in argumentation and critical questioning within the CER framework, students deepen their understanding of the historical exploration and core structure of cell membranes, while effectively developing their evidence-based reasoning and model-building abilities. The teaching process integrates interdisciplinary knowledge, including physicochemical properties of substances and empirical logic from the history of science, enabling students to acquire a structured and multidimensional understanding of the subject.