在全球化和科技迅速发展的背景下，全球教育系统对学生面向未来的素养培养的重视程度日益增加。“OECD学习框架2030”为课程内容的素养分析提供了依据。

本研究将我国生物学课程内容划分为七个内容主题作为内容主题分析框架，将“OECD学习框架2030”的五大类28种素养作为素养分析框架，采用质性文本分析方法系统分析我国小学、初中、高中生物学课程标准等文本对“OECD学习框架2030”28种素养的覆盖度与体现程度，分别构建生物学课程内容图谱，同时探讨不同学段的素养培养倾向、各内容主题的具体素养体现情况以及生物学课程面向未来素养的整体结构特征。

研究发现，①我国生物学课程在不同学段对OECD素养目标的覆盖程度存在差异。小学、初中、高中三个学段分别体现了21、25、25种素养，并在各个内容主题对不同素养的培养进行了有效的支持和加强。②特定素养的体现程度随学段变化具有不同的变化趋势，可将其分为六类，包括“持续稳定趋势”“小学强调趋势”“初中高峰趋势”“逐级递增趋势”“高中强调趋势”和“后期稳定趋势”。③总体上，我国生物学课程中对“OECD学习框架2030”中的素养目标有较好的覆盖和体现，对“基础素养”和“变革能力和能力发展”的素养体现程度突出，对“复合能力”的体现较为薄弱。体现程度较为突出的素养包括：行动、读写能力、解决问题、合作/协作、体育/健康素养、尊重、批判性思维、预期等，而体现程度相对不足的素养依次有：计算思维/编码/编程、信任、媒体素养、自我调节/控制、财经素养、企业家精神、协调矛盾与困境、同理心等。

本研究揭示了我国生物学课程在培养学生面向未来素养方面的倾向性和不足，为我国现有课程标准的修订和教材的编写提供了依据。根据研究结果，对生物学课程改革和课程标准修订提出建议：加强“复合能力”方面的素养培养；将辅助材料的素养正式纳入课程标准；加强与其他学科课程的素养互补；强化学段间的素养衔接。

In the context of globalization and the rapid development of science and technology, the global education system increasingly emphasizes the cultivation of students' future-oriented competencies. The "OECD Learning Framework 2030" provides a basis for the analysis of curriculum competencies.
This study divides the content of China's biology curriculum into seven thematic categories as a framework for content analysis, and uses the 28 competencies outlined in five major categories of the "OECD Learning Framework 2030" as a framework for competency analysis. A qualitative text analysis method is adopted to systematically analyze the coverage and emphasis of these 28 competencies in Chinese elementary, middle, and high school biology curriculum standards and other texts. The analysis constructs biology curriculum content maps and explores the trends in competency cultivation at different educational stages, the specific manifestations of competencies in each content theme, and the overall structural characteristics of future-oriented competencies in biology courses.
The research found that:
1. There are differences in the coverage of OECD competency goals in China's biology courses at different educational stages. The elementary school, middle school, and high school stages respectively demonstrate 21, 25, and 25 competencies, with effective support and enhancement in the cultivation of these competencies across various content themes.
2. The manifestation of specific competencies changes with educational stages and can be categorized into six trends: "continuous stable trend," "elementary school emphasis trend," "middle school peak trend," "gradual increasing trend," "high school emphasis trend," and "later stable trend."
3. Overall, China's biology courses adequately cover and reflect the competency goals of the "OECD Learning Framework 2030." The competencies of "foundational literacies" and "transformative competencies and competency development" are notably prominent, whereas the representation of "compound competencies" is relatively weak. Competencies that are more prominently reflected include: action, literacy, problem solving, cooperation/collaboration, physical/health literacy, respect, critical thinking, and anticipation. In contrast, competencies that are relatively poorly reflected include: computational thinking/programming/coding, trust, media literacy, self-regulation/self-control, financial literacy, entrepreneurship, reconciling tensions and dilemmas, and empathy.
This study reveals the tendencies and deficiencies in the cultivation of future-oriented competencies in China's biology curriculum, providing a basis for the revision of existing curriculum standards and the preparation of teaching materials. Based on the research results, recommendations are made for the reform and revision of biology curriculum standards: strengthen the cultivation of competencies in "compound competencies"; incorporate competencies that are prominently represented in auxiliary materials into the curriculum standards; strengthen the complementarity of competencies with other disciplinary courses; enhance the linkage of competencies across educational stages.