跨学科教学在培养学生生命观念中的应用研究.pdf

摘 要 生命观念作为生物学核心素养中最基础、最具学科特点的部分，包括结构与 功能观、稳态与平衡观、进化与适应观以及物质与能量观等内容。在化学、物理 学和地理学等学科也蕴含着生命观念的内容，生物学教师通过跨学科教学，融合 其他学科的相关知识，帮助建立全面的生命观念。 本论文通过文献研究法梳理了跨学科教学在生命观念培养中的应用研究进 展，并对相关概念进行了界定。在此基础上，笔者归纳了人教版高中生物学三本 必修教材中各章节所对应的生命观念，梳理培养生命观念所涉及的跨学科知识， 借助参加区级公开课的机会对同行教师进行访谈和问卷调查，收集同行教师意见； 从内容选择、学情分析、情境创设以及定期的跨学科培训四个方面对跨学科教学 的课前准备策略提出建议；撰写了跨学科教学培养学生生命观念的具体教学案例， 在贵阳某高级中学开展了为期8 个月的实践研究；通过问卷调查、学生访谈以及 测试等方式对学生的学习兴趣和学习成绩进行评价分析。 研究结果表明，跨学科教学的合理应用可明显提高学生对生物学科的学习兴 趣、学业成绩以及解决问题的灵活性，能够对生物学核心概念 “记得住”、“吃 得透”和 “用得上”的基础上全面认识生命的本质，形成正确生命观念。 关键词：生命观念；跨学科教学；高中生物 I Abstract As the most basic and characteristic part of biology core accomplishment, life concept includes structure and function view, steady state and balance view, evolution and adaptation view, material and energy view.In chemistry, physics, geography and other disciplines also contains the concept of life, using interdisciplinary teaching, the integration of other disciplines related knowledge, biology teachers help to establish concept of life. In this paper, the application of interdisciplinary teaching in the cultivation of life concept is reviewed. And the author summarized the life concepts corresponding to each chapter in the three compulsory high school biology textbooks published in the pep edition, sorted out the interdisciplinary knowledge involved in the cultivation of life concepts, conducted interviews and questionnaires with peer teachers by virtue of the opportunity to participate in district-level open class, and collected peer teachers opinions.From the four aspects of content selection, situation analysis, situation creation and regular interdisciplinary training, this paper puts forward some Suggestions on the strategies of interdisciplinary teaching preparation.The author