真实情境下初中生物学大单元教学设计——以“生物与环境”为例

Design of Large-Unit Teaching for Middle School Biology in Realistic Contexts—Taking “Organisms and Their Environment” as an Example

摘要: 《义务教育生物学课程标准（2022年版）》倡导以大概念为统领、以真实情境为依托实施大单元教学。而传统“生物与环境”单元教学存在情境虚拟化、评价单一化等问题。本研究以赤峰市红山区锡泊河湿地修复规划为真实情境，以“湿地规划师”角色任务串联六课时，通过实地勘察、生态建模、食物网构建及保护方案设计等探究活动，围绕生命观念、科学思维、探究实践和态度责任四个维度设定分层教学目标，构建贯穿全过程的多元化发展性评价体系。该教学设计有助于学生构建结构化的生态知识体系，提升解决真实环境问题的能力，为初中生物学大单元教学提供了可操作的本土范例。

Abstract: The “Biology Curriculum Standards for Compulsory Education (2022 Edition)” advocates implementing large-unit teaching guided by core concepts and grounded in authentic contexts. However, traditional instruction on the unit “Biology and Environment” often suffers from artificial scenarios and one-dimensional assessment. This study uses the real-world context of the Xibo River wetland restoration project in Hongshan District, Chifeng City, as a basis. It structures six lessons around the role task of “wetland planner”, integrating field investigations, ecological modeling, food web construction, and conservation plan design into inquiry-based activities. The teaching objectives are set across four dimensions—life concepts, scientific thinking, inquiry practice, and attitudes and responsibilities—and a diversified, formative assessment system is developed to run through the entire learning process. This approach helps students build a structured framework of ecological knowledge and enhances their ability to address real-world environmental challenges, and provides a practical, context‑rooted model for large-unit biology instruction in junior high schools.