2017年版《普通高中生物学课程标准》[1]中明确生物学课程的根本任务是提高学生终身发展所需的生物学学科核心素养，并且在教学建议模块指出组织探究性学习活动是落实生物学学科核心素养的关键，教师需要为探究性学习创设情境，而教材中的情境素材是一线教师较易获得的优质教学资源，所以研究和实践教材中的情境创设是以发展学生学科素养为目标的新课程改革的必要课题。如何在课堂中有效落实学生学科核心素养发展是中学生物学教育研究的热点，大量的理论和实践研究表明，大概念教学是一种切实有效的教学策略，学生在建构生物学概念过程中通过参与完成挑战性的学习任务可发展科学思维，科学探究和社会责任，在多个重要概念基础之上进一步形成生命观念。创设真实有内涵的情境是大概念教学有效落实其教学目标的重要因素，所以本论文针对高中生物学新教材中的情境素材在大概念教学中的应用策略展开了研究，研究的主要内容包括对人教社 2019 年版高中生物学教材《遗传与进化》中情境素材的整理、分类和应用策略的提出。
在研究中，先对教材《遗传与进化》中的情境素材进行了系统的整理。根据素材的来源，将其分为科学史类，社会生活类，探究实践类和科研论文类，经统计，社会生活类情境占比53.85%，科研论文类占比25.64%，科学史类占12.83%，探究实践类占7.69%，这与新课程改革重视学科知识与社会生活经验之间联系的理念相符，重视学科育人价值体现。根据素材在教材中的分布，将其分为导入型情境，过程型情境，拓展类情境和检测类情境，《遗传与进化》教材的六个章节均有以上四类情境，说明教材编写者重视情境创设在统领学习主题，构建学科概念，评价学习成果和发展核心素养环节的应用。根据素材的呈现方式，将其分为图文类情境，图表类情境和文字类情境，其中，图文类情境占54.24%，文字类情境占38.14%，图表类情境占7.63%，情境呈现方式多样，提高了描述的效率，有效锻炼并提升了学生阅读提取并转化信息的能力。
其次，笔者通过文献分析和教学经验总结，对情境素材应用于大概念教学的策略进行了理论研究，总结提出以下几点：①创设统领单元学习内容的“大情境”；②创设推进学习活动的任务情境，指向重难点攻克；③创设指向核心素养评价的应用型情境。
最后，进行了情境素材应用于大概念教学的实践研究。研究前，编制了调查问卷了解两个班级对生物学科的兴趣态度和对情境教学的认知态度，同时分析了两个班级学期初的成绩，结果显示两个班的成绩无显著差异（P>0.05）。在实践研究中，笔者撰写了实验班和对照班的教学案例，实验结束后，再次通过问卷调查了解到实验班有31.37%的学生认为前一阶段的情境教学让他对生物学科兴趣有很大提升，比初期18.52%有较大改变，而对照班学生对生物很感兴趣的基本在18%左右，前后变化不明显。同时，分析实验后两个班级的教学成绩有显著差异（P<0.05），11班的优秀率和及格率都有大幅度地提升，明显高于12班。另外，通过概念图绘制和简答题纸笔测验的结果对比发现，11班在概念体系构建和概念认知水平方面都明显优于12班。以上实验数据和学生访谈结果表明，情境素材应用于大概念教学对学生的学习效果和兴趣产生了积极影响。学生通过与情境素材的互动和探究，能够更好地理解和应用生物学的大概念，并培养了科学思维和实践能力。此外，学生对于情境素材的反馈也普遍积极，他们认为这种教学方式更具有趣味性和实用性。
综上所述，本研究通过对教材中情境素材的整理和分类，以及其在大概念教学中的实践应用，提出了一系列策略和方法。这些策略可为教师提供参考，帮助他们更好地运用情境素材，促进学生的深入学习和综合能力的培养。希望本研究能对教育实践有所启发，进一步促进生物教育的发展。

The 2017 edition of the "Biology Curriculum Standards for Ordinary High Schools" clarifies that the fundamental task of biology curriculum is to improve students' core biological literacy required for lifelong development. In the teaching suggestions module, it is pointed out that organizing exploratory learning activities is the key to implementing the core biological literacy. Teachers need to create scenarios for exploratory learning, and the situational materials in textbooks are high-quality teaching resources that are easily accessible to frontline teachers, Therefore, researching and practicing situational creation in textbooks is a necessary topic for the new curriculum reform with the goal of developing students' subject literacy. How to effectively implement the development of students' core competencies in the classroom is a hot topic in middle school biology education research. Numerous theoretical and practical studies have shown that big concept teaching is a practical and effective teaching strategy. Students can develop scientific thinking, scientific exploration, and social responsibility by participating in challenging learning tasks during the construction of biological concepts, and further form a life concept based on multiple important concepts. Creating authentic and meaningful contexts is an important factor in effectively implementing the teaching objectives of big concept teaching. Therefore, this paper conducts research on the application strategies of situational materials in the new high school biology textbook in big concept teaching. The main content of the research includes the organization, classification, and application strategies of situational materials in the 2019 edition of the People's Education Society's high school biology textbook "Genetics and Evolution".
In the research, the situational materials in the textbook "Genetics and Evolution" were systematically organized. According to the sources of the materials, they are divided into scientific history, social life, exploratory practice, and scientific research papers. According to statistics, social life situations account for 53.85%, scientific research papers account for 25.64%, scientific history accounts for 12.83%, and exploratory practice accounts for 7.69%. This is consistent with the concept of the new curriculum reform that emphasizes the connection between subject knowledge and social life experience, and emphasizes the value of subject education. According to the distribution of materials in the textbook, they are divided into four types of situations: introduction type situation, process type situation, expansion type situation, and detection type situation. The six chapters of the textbook "Genetics and Evolution" all have the above four types of situations, indicating that textbook writers attach importance to the application of situation creation in guiding learning themes, constructing disciplinary concepts, evaluating learning outcomes, and developing core competencies. According to the presentation methods of the materials, they are divided into graphic context, graphic context, and textual context. Among them, graphic context accounts for 54.24%, textual context accounts for 38.14%, and graphic context accounts for 7.63%. The diverse presentation methods improve the efficiency of description, effectively exercise and enhance students' ability to read, extract, and transform information.
Secondly, through literature analysis and teaching experience summary, the author conducted theoretical research on the strategy of applying situational materials to the teaching of big concepts, and summarized the following points: ① creating a "big context" for commanding the learning content of the unit; ② Create task scenarios to promote learning activities, targeting the key and difficult points to overcome; ③ Create an application-oriented context that focuses on evaluating core competencies.
Finally, practical research was conducted on the application of situational materials in the teaching of big concepts. Before the study, a survey questionnaire was developed to understand the interest and attitude towards biology and the cognitive attitude towards situational teaching in two classes. At the same time, the grades of the two classes at the beginning of the semester were analyzed, and the results showed that there was no significant difference in grades between the two classes (P>0.05). In practical research, the author wrote teaching cases of the experimental class and the control class. After the experiment was completed, it was found through a questionnaire survey that 31.37% of the students in the experimental class believed that the previous stage of situational teaching had greatly improved their interest in biology, with a significant change compared to the initial 18.52%. However, the control class students who were very interested in biology were mostly around 18%, with no significant changes before and after. In addition, there was a significant difference in teaching performance between the two classes after the analysis experiment (P<0.05), and the excellent and pass rates of Class 11 were significantly improved, significantly higher than those of Class 12. In addition, by comparing the results of concept mapping and short answer paper and pencil tests, it was found that Class 11 was significantly better than Class 12 in terms of concept system construction and concept cognition level.The research results show that the application of situational materials in teaching big concepts has a positive impact on students' learning outcomes and interests. Through interaction and exploration with situational materials, students are able to better understand and apply the major concepts of biology, and cultivate scientific thinking and practical abilities. In addition, students' feedback on situational materials is generally positive, and they believe that this teaching method is more interesting and practical.
In summary, this study proposes a series of strategies and methods through the organization and classification of situational materials in textbooks, as well as their practical application in big concept teaching. These strategies can provide reference for teachers, help them better utilize situational materials, and promote students' in-depth learning and comprehensive ability development. I hope this study can provide inspiration for educational practice and further promote the development of biology education.