基于跨学科融合的高中生物学合作精神培养教学设计——以“转基因产品的安全性”为例

Instructional Design for Cultivating Cooperative Spirit in Senior High School Biology Based on Interdisciplinary Integration—A Case Study of “Safety of Genetically Modified Products”

摘要: 为落实新课标跨学科教学与核心素养培育要求，针对高中生物学“转基因产品的安全性”教学中小组合作浮于表面、学科视角单一、跨学科易陷入学科拼盘等问题，本文以社会性科学议题为载体，构建“情境激发–小组组建–探究协作–差异整合–评价促进”五步教学流程。设计立足生物学本位，融合多学科知识，借助信息拼图形成组员积极互赖，把合作精神转化为分工担当、信息共享、倾听包容的可观测课堂行为。在发展生物学核心素养的同时培育学生合作精神，为高中生物跨学科合作探究教学提供实践参考。

Abstract: To meet the requirements of interdisciplinary teaching and core-competency cultivation specified in the new curriculum standard, aiming at problems including superficial group cooperation, single-disciplinary perspective and subject piecing in the teaching of “Safety of Genetically Modified Products”, this paper takes socio-scientific issues as the carrier and constructs a five-step teaching procedure: situation stimulation, group formation, inquiry collaboration, difference integration, and evaluation-driven promotion. Centered on biology and integrated with multidisciplinary knowledge, the design adopts jigsaw-puzzle tasks to build positive interdependence among group members and turns cooperative spirit into observable classroom behaviors such as responsibility for assigned tasks, information sharing and inclusive listening. It cultivates students’ cooperative spirit while developing biological core competencies, and provides practical references for interdisciplinary collaborative inquiry teaching in senior high-school biology.