高中生物学微观实验数字化教学路径探析——虚拟仿真实验在“噬菌体侵染细菌”一课的应用研究

Analysis of the Digital Teaching Path of High School Biology Micro-Experiments—Applied Research on Virtual Simulation Experiments in the Lesson of “Bacteriophage Infecting Bacteria”

摘要: “噬菌体侵染细菌”实验因微观过程不可见、同位素标记技术抽象、真实实验无法开展等困境，长期面临教学效能偏低的难题。本研究以建构主义、认知负荷及多媒体学习理论为框架，依托虚拟仿真平台，设计“情境导入–虚拟操作–合作探究–讨论论证–归纳迁移”五步教学流程，以假说–演绎法贯穿全程。从学业成绩、科学探究能力和学习兴趣三个维度检验教学效果。结果显示：实验组后测成绩显著优于对照组，理解应用维度效应量最大；科学探究能力均呈显著差异，设计实验维度最为突出；86.3%的实验组学生报告学习兴趣提升。研究表明，合理的虚拟仿真教学设计能有效突破该类“不可见、不可做”实验的教学瓶颈。

Abstract: The “bacteriophage invasion bacteria” experiment faces the problem of low teaching efficiency for a long time due to the difficulties of microscopic process invisability, isotope labeling technology abstraction, and real experiments cannot be carried out. Based on the framework of constructivism, cognitive load and multimedia learning theory, this study relies on the virtual simulation platform to design a five-step teaching process of “situational introduction - virtual operation - cooperative exploration - discussion and argumentation - inductive migration”, and uses hypothesis-deduction throughout the whole process. Test the teaching effect from the three dimensions of academic performance, scientific exploration ability and learning interest. The results showed that the post-test results of the experimental group were significantly better than those of the control group, and the understanding of the application dimension effect was the largest; there was a significant difference in the ability of scientific exploration, and the design experimental dimension was the most prominent; 86.3% of the students in the experimental group reported that their interest in learning had improved. Research shows that reasonable virtual simulation teaching design can effectively break through the teaching bottleneck of this kind of “invisible and impossible” experiments.