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。
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.