[SSI Learning] 第三期沙龙纪要：林祖荣——我对生物学教学的理解
Minutes of the third cloud salon: Special-ranked teacher Zurong Lin’s biology teaching

为促进中小学教师对生物学教学的理解，AISL特邀北京师范大学附属实验中学生物学特级教师林祖荣于2020年7月28日晚7:30至9:30在云上沙龙上与大家分享他对生物学教学的理解。活动由北京师范大学中国基础教育质量监测协同创新中心科学提升部主任林静主持，来自全国各地近200名教师参与本期云上沙龙。

首先，林静对拨冗参会的老师们表示热烈欢迎，并介绍本次活动的主讲嘉宾——林祖荣老师。然后林祖荣老师分别从生物学教材和生物学教学两方面谈对生物学教学的理解。在谈及对生物学教材的理解中，林祖荣老师先以三个相关试题为例阐述教材与高考试题等的联系，深入浅出地说明了教材的重要性。接着以生物学必修1《分子与细胞》为例谈研究教材的过程。林老师指出，高中生物学教材（人教版）中六个章节分别对应基本的生命系统（第1章 走进细胞）、生命系统的组成（第2章 组成细胞的分子）、细胞结构（第3章 细胞的基本结构）、细胞功能（第4章 细胞的物质输入和输出、第5章 细胞的能量供应和利用）和发展（第6章 细胞的生命历程），各章节之间由系统观统领，相互联系。林老师指出，教材涉及的知识可分为事实性知识、方法性知识、原理性知识和观念性知识，并以细胞膜的磷脂双分子层为例进行阐述。林老师以学校自编的高中生物学读本为例，介绍了如何基于学生发展需求创设最适宜学生的教学内容，用教材教而不是教教材来促进学生科学素养的提升。林老师还以遗传与进化的复习课设计为例，详细阐述了如何着眼于学生核心素养发展来教学生物学。

在生物学教学方面，林祖荣老师认为要把教学看成是一个系统的工程。其中新课是为了帮助学生知识的理解、观念的建立、方法的形成和思维的发展；一轮复习是为了深化理解、构建知识结构并促进知识和观念的应用；在专题复习中，则要注重主题式复习，注重综合性运用和创新性运用；最后的冲刺阶段不仅要突出重点、强化应试，还要回归基础、查漏补缺。林老师分别以细胞和种群两个内容在不同时间的课例予以具体阐释。其次，要把握生物学科事实与说理的特点，并以细胞的物质输入和输出为例，讲解教学如何以人工膜的通透性来引入，然后比较不同化合物穿过细胞膜进入细胞的速率，接着关注扩散方向以及能量，提出问题：其他不能直接穿过脂双层的物质是如何通过细胞膜？从而引出通道蛋白和载体蛋白的作用，并在教学中不断加入科学事实并据此论理，从而促进学生思考。

之后，莅临云上沙龙的各地老师就自己生物学教学困惑、生物学科核心素养等问题与林老师交流、探讨。通过本期沙龙活动的对话交流，所有与会老师不仅加深了对生物学教学“说理”的理解，更从林祖荣老师的分享中体会如何研究教材和教学，以促进自身的专业发展。

In order to promote the understanding of biology teaching among primary and secondary school teachers, AISL has invited Lin Zurong, a special-ranked biology teacher of the Experimental High School Attached To Beijing Normal University, to share his understanding of biology teaching in a cloud salon from 7:30 pm to 9:30 pm on July 28, 2020. The event was hosted by Dr. Lin Jing, Director of the Science Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education of Beijing Normal University, and nearly 200 teachers from all over China participated in the cloud salon.

At first, Dr. Lin Jing expressed her warm welcome to the teachers who took the time to attend the event, and gave an introduction to the keynote speaker, Mr. Lin Zurong. Then, Mr. Lin spoke about his understanding of biology teaching from the aspects of biology teaching materials and biology teaching respectively. In his talk about understanding of biology teaching materials, Mr. Lin first used three related questions as examples to illustrate the connection between teaching materials and college entrance exam questions, and explained the importance of teaching materials in a simple but profound manner. After that, he used the example of “Molecules and Cells” in Senior High School Biology 1 to discuss the process of studying the textbook. Mr. Lin pointed out that the six chapters in senior high school biology textbook (PEP edition) correspond respectively to the basic life system (Chapter 1: What is cell), the composition of the life system (Chapter 2: Molecules that make up the cell), cell structure (Chapter 3: The basic structure of cells), cell function (Chapter 4: Material input and output of cells, Chapter 5: Energy supply and utilization of cells) and cell development (Chapter 6: Cell’s life course). Governed by a systematic view, all these chapters are interconnected with each other. Mr. Lin addressed that the knowledge involved in the textbook can be divided into factual knowledge, methodological knowledge, principle knowledge and conceptual knowledge, where he used the phospholipid bilayer of the cell membrane as an example to illustrate. Through the case of biology textbook compiled by the senior high school, Mr. Lin introduced how to create the most appropriate teaching content for students based on their developmental needs, to use teaching materials to teach rather than to teach teaching materials in a way to promote students’ scientific literacy. He also took the review lesson on genetics and evolution as an example to elaborate on how to teach biology with a focus on students’ key competencies development.

In terms of biology teaching, Mr. Lin believes that teaching should be viewed as a systematic project. The purpose of the new lesson is to help students understand, establish concepts, form methods and develop thinking. The first round of review is aimed to deepen their understanding, construct knowledge structure and promote the application of knowledge and concepts. In the topic review, it is necessary to focus on thematic review, comprehensive application and innovative application. When it comes to the final sprint stage, teachers should not only highlight the key points and focus on the examination, but also need to return to the basics and make up for the shortcomings. Mr. Lin gave specific elaborations with the examples of cells and populations at different times. Besides, Mr. Lin pointed that teacher should grasp the factual and theoretical features of biology. He took the material input and output of cells as an example to explain how the teaching is introduced by the permeability of artificial membranes, and then to compare the rate of different compounds crossing the cell membrane into the cell, after which to focus on the direction of diffusion and energy, and finally to raise the question: How do other substances that cannot cross the lipid bilayer directly pass through the cell membrane? This would bring out the role of channel proteins and carrier proteins, and while in teaching, teachers could keep adding scientific facts and reasoning based on them, thus to promote students’ thinking.

Afterwards, teachers from all over the country who attended the cloud salon exchanged ideas and discussed with Mr. Lin about their own teaching confusion and subject literacy in biology. Through the dialogues and exchanges in this salon, all participating teachers not only deepened their understanding of “reasoning” in biology teaching, but also learned how to study teaching materials and biology teaching from Mr. Lin’s sharing so as to promote their professional development.