摘要
以植物扦插跨学科实践活动为例,结合出现的“实践未果”情况,尝试基于学科本位和跨学科视角,通过挖掘问题、引导探究、总结归纳和评价反馈四个环节,引导学生探寻原因,修正实践方案,再开展二次实践和延伸学习,以提高学生分析和解决真实问题的能力。
Taking the interdisciplinary practice activity of plant cutting as an example,combined with the occurrence of“unsuccessful practice”,this paper attempts to guide students to explore the reasons,revise the practice plan,and then carry out secondary practice and extended learning through the perspectives of subject-oriented and interdisciplinary approaches.The approach focuses on exploring problems,guiding inquiry,summarizing and generalizing,and providing evaluation and feedback.The goal is to improve students ability to analyze and solve real problems.
作者
郑培安
张志坤
杨明
ZHENG Peian;ZHANG Zhikun;YANG Ming(Guangzhou Nansha District Education Development Research Institute,Guangzhou 511458,China;Guangzhou Nansha Yuwotou Middle School,Guangzhou 511475,China;Guangzhou Nansha Tianyuan School of the Second Middle School,Guangzhou 511458,China)
出处
《生物学教学》
北大核心
2024年第4期59-61,共3页
Biology Teaching
基金
广东省广州市教育研究院2022年度“新课标背景下‘生物学与社会·跨学科实践’的设计研究”,No.2022jxp19。
关键词
植物扦插
跨学科
探究问题
生物学教学
Plant cutting
Interdisciplinary
Inquiry-based learning
Biology teaching
