基于结构与功能观的实验教学设计——“观察叶片的结构”实验拓展

Experimental Teaching Design Based on the Structure-Function Relationship Perspective—An Extended Design of the Experiment “Observing the Structure of Leaves”

摘要: 本文在初中生物实验“观察叶片的结构”的基础上进行了拓展设计。通过引入阴生植物与阳生植物的物种间对比，以及同一物种在向阳与背阴环境下的种内对比，引导学生制作临时装片并在显微镜下观察叶片横切面结构，自主发现叶片结构与光照环境之间的对应关系。教学以“绿萝移栽后叶片发黄”的真实情境贯穿始终，学生在“现象感知–实验探究–概念建构–迁移应用”的递进式探究中，从结构差异出发，逐步解释其适应意义，最终形成“结构与功能相适应”“生物与环境相适应”的生命观念。本设计将验证性实验改造为对比探究实验，旨在激发学生的内在动机，发展科学探究能力，促进科学思维与生命观念的协同发展。

Abstract: This study presents an extended design of the junior secondary school biology experiment Observing the Structure of Leaves. By introducing both interspecific comparisons between shade plants and sun plants and intraspecific comparisons between individuals of the same species grown under sunny and shaded conditions, students are guided to prepare temporary slides and observe leaf cross-sections under a microscope, enabling them to independently identify the relationship between leaf structure and light environment. The teaching process is centered on the authentic context of “yellowing leaves after pothos transplantation” and follows a progressive inquiry sequence of “phenomenon perception-experimental investigation-concept construction-application and transfer”. Starting from structural differences, students gradually interpret their adaptive significance and ultimately develop the biological concepts that “structure is adapted to function” and that “organisms are adapted to their environment”. This design transforms a traditional verification experiment into a comparative inquiry-based experiment, aiming to stimulate students’ intrinsic motivation, enhance their scientific inquiry skills, and promote the coordinated development of scientific thinking and core biological concepts.