高中生物“生·活”课堂教学模式的建构与实施探析——以必修一《细胞的衰老和死亡》为例

Exploration on the Construction and Implementation of the “Living” Classroom Instructional Model in High School Biology—Taking the Compulsory 1 Cellular Aging and Death as an Example

摘要: 随着新课改的不断深入，为践行新课程改革基本理念，落实立德树人根本任务，推进高中生物课堂教学改革，把学习的主动权还给学生，使学生获得终身发展必备的核心素养，全面提高教育教学质量。本文作者在实习期间尝试建构“生·活”课堂教学模式，以情境创设激发学生的求知欲和学习兴趣，在自主探究中提升学生的独立学习能力，合作交流中培养学生发现问题、解决问题、团队合作的意识，课堂教学多元化评价，将评价贯穿于教学始终，实现教学评一体化，培养学生科学思维、实践能力和社会责任意识。经过几个月的“生·活”课堂教学模式实施，学生对生物课明显感兴趣，在班级检测中取得很好的成绩。

Abstract: With the deepening of the new curriculum reform, to practice the basic concept of the new curriculum reform, to implement the fundamental task of moral education, to promote the reform of high school biology classroom teaching, to return the initiative of learning to the students, so that students can obtain the core qualities necessary for lifelong development, and to comprehensively improve the quality of education and teaching. The authors of this paper tried to construct a “living” classroom teaching model during the internship, to create a situation to stimulate students’ desire for knowledge and interest in learning, enhance students’ independent learning ability in independent inquiry, cultivate students’ awareness of problem discovery, problem-solving, and teamwork in the cooperation and communication, and to diversify the evaluation of classroom teaching, which is carried out throughout the teaching, to achieve the integration of teaching and assessment. Diversified evaluation of classroom teaching, evaluation throughout the teaching, to achieve the integration of teaching and assessment, to cultivate students' scientific thinking, practical ability, and sense of social responsibility. After several months of implementing the “living” classroom teaching mode, students are interested in biology class and have achieved excellent results in class tests.