利用生态资源为情境在初中生物教学中实施生态文明教育——以“生态系统的组成”为例
Implementing Ecological Civilization Education in Middle School Biology Teaching Using Ecological Resources as a Situation—Taking the Composition of an Ecosystem as an Example

固城湖位于南京市高淳区是当地人的母亲湖，水产丰富，近年来水环境质量逐步恶化，这值得人们去关注和爱护。固城湖可以承载生态系统、食物链、食物网、生物富集等生态学概念，以此为依托创设情境开展生态文明教育，不仅充分结合当地生态资源培养学生生态文明素养，更能通过具体情境让学生掌握生物知识。笔者以苏教版八年级上册第十九章第一节“生态系统的组成”展开教学设计，通过探究固城湖中的生物成分、非生物成分，了解当地丰富的生物资源；通过探究固城湖近年来水质不断恶化，探讨生物富集的影响及防治措施，引导学生形成生态系统的概念，养成热爱自然，保护环境的态度，生态文明素养得到发展。
Located in Gaochun District, Nanjing, Gucheng Lake is the mother lake of local people, with abundant aquatic products. In recent years, the water environment quality has gradually deteriorated, which is worthy of people’s attention and care. Gucheng Lake can carry ecological concepts such as ecosystems, food chains, food webs, and biological enrichments. Based on this, it creates situation to carry out ecological civilization education. It not only fully combines local ecological resources to cultivate students’ ecological civilization literacy, but also enables students to master biological knowledge through specific scenarios. The author launches the teaching design with the first section of Chapter 19, “Composition of Ecosystem”, Volume I, Eighth Grade, Jiangsu Education Press, and understands the rich local biological resources by exploring the biological and abiotic components in Gucheng Lake; by exploring the continuous deterioration of water quality in Gucheng Lake in recent years, exploring the impact of biological enrichment and prevention measures, guiding students to form the concept of an ecosystem, cultivate an attitude of loving nature and protecting the environment, and develop ecological civilization literacy.