摘 要：情境教学法作为一种以学生为中心的教学策略，近年来在高中生物教学中受到广泛关注。本研究旨在探讨情境教学法对学生理解能力的影响，并通过实证研究揭示其在促进知识内化和思维发展中的作用。研究基于建构主义学习理论，选取某市三所高中的450名学生为研究对象，采用准实验设计方法，将学生分为实验组和对照组，分别实施情境教学法与传统讲授法。经过为期一学期的教学干预，通过问卷调查、测试成绩分析及课堂观察等多维度数据收集方式，研究发现实验组学生在知识迁移能力、问题解决能力和生物学核心概念理解方面显著优于对照组。此外，情境教学法有效提升了学生的课堂参与度和学习兴趣，促进了深度学习的发生。
关键词：情境教学法；高中生物教学；知识内化
Abstract: As a student-centered teaching strategy, situational pedagogy has received wide attention in high school biology teaching in recent years. This study aims to explore the influence of situational pedagogy on students' comprehension ability and to reveal its role in promoting knowledge internalization and thinking development through empirical research. Based on the constructivism learning theory, 450 students from three high schools in a city were selected as the research ob jects. The quasi-experimental design method was adopted to divide the students into experimental group and control group, and the situational teaching method and traditional teaching method were implemented respectively. After a semester of teaching intervention, through questionnaire survey, test score analysis and classroom observation, it was found that the students in the middle of the experimental group were significantly better than the control group in knowledge transfer ability, problem solving ability and understanding of biological core concepts. In addition, the situational teaching method effectively improves students' classroom participation and interest in learning, and promotes the occurrence of deep learning.
Keywords: Contextual Teaching Method；High School Biology Teaching；Knowledge Internalization
目 录
引言 1一、情境教学法的理论基础与应用背景 2
（一）情境教学法的核心概念 2
（二）高中生物教学的特点分析 3
（三）情境教学法在生物教学中的适用性 4
二、情境教学法对学生理解能力的影响机制 4
（一）学生理解能力的构成要素 4
（二）情境教学法促进理解的路径分析 5
（三）生物学科知识与情境教学的结合方式 6
三、情境教学法在高中生物教学中的实施策略 7
（一）教学情境的设计原则 7
（二）典型情境案例的构建方法 8
（三）师生互动在情境教学中的作用 8
四、情境教学法效果的评估与优化建议 9
（一）教学效果的评价指标体系 9
（二）学生理解水平的实证分析 10
（三）情境教学法改进的方向探讨 11
结论 11
参考文献 13
