科学和工程整合作为 STEM 的分支在科学教育改革中具有十分重要的意义，普通高中 生物学课程标准（2017 年版）中多次提到“工程学、工程需求、工程实践”等词语，并分 别与“生物学、生物学问题、探究实验”等放在同一水平，这体现了基础教育中工程学的 重要地位和作用，生物学如何和工程学建立明确的联系值得思考。学生通过体验工程设计 的过程，在生物课堂中感悟工程知识和工程实践，这是一种新的尝试。 

      本研究为了解学情，调查了北京市某高中选修生物学科（高中二年级和三年级）的学 生对于科学和工程的认知情况，结果显示：大多数学生对科学和工程的理解存在错误概念， 表现为术语的混乱、狭隘的偏见、刻板印象等，虽然主观上认可生物学和工程学存在关联， 但无法举例说明或阐述；绝大部分的学生对于工程职业的认同感较高，但自我效能感不足， 且不考虑未来从事工程方面的职业。针对调查结果，本研究尝试将工程设计实践融入高中 生物课堂，在遵循“工程框架型”设计思路，采用“工程设计”教学模式的基础上，本研 究设计和开发了生态工程系列课例，以期促进学生从生物学角度认识工程。为了评价课例 开发的质量和效果，本研究通过对一线教师的访谈获得意见和建议，并进行课例改进和完 善，后续随机选取高二年级的部分学生为样本，以“城市生态公园建设”课例为例，实现 了小范围内教育改革的探索。通过课堂录像和学生前后测数据分析发现，该课例在多个维 度取得了良好的效果，首先，该课例提高了学生的课堂参与度，增强了他们的团队合作意 识；第二，学生主观态度上实现了对工程概念认识的转变，生态学概念得到了深化和巩固； 第三，学生参与了工程设计的关键环节，结合情境理解了工程的应用和设计属性，提高了 自我效能感，但工程职业倾向没有发生改变。 

      本研究根据课例的实施情况，提出了融合工程设计的生物课程开发和实践应用建议， 并反思了本研究存在的局限、不足及有待进一步解决的问题。以科学和工程实践为核心的 教学实践研究将会继续，它在促进学科融合和中学生职业生涯规划方面具有潜在的价值。

    The integration of science and engineering as a branch of STEM is of great significance in the reform of science education. The high school biology curriculum standards (2017 edition) mentioned the words "engineering, engineering requirements, engineering practice" many times, and were placed at the same level as the words "biology, biological problems, and exploratory experiments", which reflected The status and value of engineering in basic education. How to establish a clear connection between life science and engineering is worth thinking about. Through the experience of engineering design process, students feel the engineering knowledge and practice in the biology class. This is a new attempt. 

      In order to understand the academic situation, this study investigated the cognition of science and engineering among students in a certain high school in Beijing who took elective biology subjects (the second and third grades of high schools). The results showed that most students have misconceptions about science and engineering, which are manifested in confusion of terminology, narrow prejudice, and rigidity impressions, etc. Although subjectively accepting that biology and engineering are related, they cannot be illustrated or elaborated. Most students have a high sense of identification with engineering careers, but lack self-efficacy, and they do not consider a career in engineering in the future. In response to the survey results, this research tried to integrate engineering design practice into high school biology classrooms, designed and developed a series of ecological engineering lesson examples. On the basis of following the "engineering framework" design idea and adopting the teaching mode of "engineering design", this research designed and developed a series of ecological engineering lesson examples to promote students' understanding of engineering from a biological perspective. In order to evaluate the quality and effect of the development of the lesson examples, this study obtained opinions and suggestions through interviews with front-line teachers, and improved and perfected the lesson examples. Later, some students in the second grade of high school were randomly selected as samples, and the "Urban Ecological Park Construction" lesson example As an example, the exploration of education reform in a small scale has been realized. Through classroom video analysis and student pre-test and post-test data analysis, it is found that the lesson example has achieved good results in multiple dimensions. First, the lesson example has improved students’ classroom participation and enhanced their teamwork awareness; second, students The subjective attitude has realized a change in the understanding of engineering concepts, and the ecological concept has been deepened and consolidated; third, students have participated in the key links of engineering design, understood the application and design attributes of engineering in combination with the context, and improved their sense of self-efficacy. But the engineering career orientation has not changed. 

      Based on the implementation of the lesson examples, this research puts forward suggestions for the development and practical application of biology courses that integrate engineering design, and reflects on the limitations and deficiencies of this research, as well as problems that need to be further resolved. The teaching practice research centered on science and engineering practice will continue, and it has potential value in promoting the integration of disciplines and the career planning of middle school students.