%0 Journal Article
%T 指向元认知能力培养的高中生物学ADI教学设计——以“DNA的结构”为例
ADI Teaching Design of High School Biology towards Metacognitive Ability Cultivation —Taking “the Structure of DNA” as an Example
%A 崔凯媛
%A 杨玉睿
%A 孔令奎
%A 赵美荣
%J Advances in Education
%P 960-967
%@ 2160-7303
%D 2025
%I Hans Publishing
%R 10.12677/ae.2025.1561085
%X 培养学生的元认知能力是发展学生终身学习能力的有效途径之一，ADI教学模型能通过文化学习、个人构建和同伴互动等提高学生的元认知能力。本文将ADI教学模型引入高中生物学培养学生元认知能力的教学中，构建了“情境创设–论证循环–反思总结”的三阶递进式教学模式，主要包括创设情境、明确目标；收集证据、初步论证；开展会议、科学论证；互助评议、修正主张；撰写报告、反思总结五个教学环节。以人教版必修二“DNA的结构”为例，进行了教学案例设计，采用了多元评价方式，促进学生元认知能力的提高。
To cultivate students’ metacognitive ability is one of the effective ways to develop students’ lifelong learning ability. ADI teaching model can improve students’ metacognitive ability through cultural learning, personal construction and peer interaction. This paper introduces the ADI teaching model into the teaching of metacognitive ability of high school biology students, and constructs a three-step progressive teaching model of “situation-argumentation circulation-reflection and summary”, which mainly includes setting up situations and clarifying goals; Collecting evidence and preliminary argumentation; Conduct meetings and scientific demonstration; Mutual evaluation and amendment of claims; Writing reports, learning summary five teaching links. Taking compulsory Course Two of the People’s Education Edition “The Structure of DNA” as an example, the teaching case design is carried out, and multiple evaluation methods are adopted to promote the improvement of students’ metacognitive ability.
%K 高中生物，
%K ADI教学模型，
%K 元认知能力
High School Biology
%K ADI Teaching Model
%K Metacognitive Ability
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=118229