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基于证据的初中生物学工程技术实践"学-教"逻辑.

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Title: 基于证据的初中生物学工程技术实践"学-教"逻辑.
Alternate Title: Evidence-based "Learning-Teaching" logic in the engineering technology practice of junior high school biology.
Authors: 曾海辉1
Source: Biology Teaching. 2026, Vol. 51 Issue 5, p20-23. 4p.
Subject Terms: *Engineering technology education, *Critical thinking, *Evidence-based education, *Teaching methods, Engineering design, Principle (Philosophy), Mathematical optimization
Abstract (English): Evidence-based engineering technology practice centers around evidence elements, using real-world contexts to refine engineering problems and construct an integrated "learning-teaching" pathway of "principle inquiry engineering design iterative optimization outcome evaluation". The learning logic highlights three key elements: evidence, learning practice, and higher-order thinking. The design strategy includes: creating engineering contexts based on conceptual hierarchy, setting principle inquiry based on evidence acquisition, conducting engineering practice based on evidence transformation, and designing learning evaluation based on evidence transfer. [ABSTRACT FROM AUTHOR]
Abstract (Chinese): 基于证据的工程技术实践以证据要素为核心, 基于真实情境, 细化工程问题, 构建"原理探究一工程设计——迭代优化——成果评价"一体化"学-教"路径。其学习逻辑突出证据、学习实践和高阶思维三大关键要素。设计策略包括: 基于概念层级设计工程情境, 基于证据获取设置原理探究, 基于证据转化开展工程实践, 基于证据迁移设计学习评价。 [ABSTRACT FROM AUTHOR]
Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
An: 194563631
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PubType: Academic Journal
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  Data: 基于证据的初中生物学工程技术实践"学-教"逻辑.
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  Data: Evidence-based "Learning-Teaching" logic in the engineering technology practice of junior high school biology.
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  Data: <searchLink fieldCode="AR" term="%22曾海辉%22">曾海辉</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Biology+Teaching%22">Biology Teaching</searchLink>. 2026, Vol. 51 Issue 5, p20-23. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22Engineering+technology+education%22">Engineering technology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Evidence-based+education%22">Evidence-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+design%22">Engineering design</searchLink><br /><searchLink fieldCode="DE" term="%22Principle+%28Philosophy%29%22">Principle (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+optimization%22">Mathematical optimization</searchLink>
– Name: Abstract
  Label: Abstract (English)
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  Data: Evidence-based engineering technology practice centers around evidence elements, using real-world contexts to refine engineering problems and construct an integrated "learning-teaching" pathway of "principle inquiry engineering design iterative optimization outcome evaluation". The learning logic highlights three key elements: evidence, learning practice, and higher-order thinking. The design strategy includes: creating engineering contexts based on conceptual hierarchy, setting principle inquiry based on evidence acquisition, conducting engineering practice based on evidence transformation, and designing learning evaluation based on evidence transfer. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Chinese)
  Group: Ab
  Data: 基于证据的工程技术实践以证据要素为核心, 基于真实情境, 细化工程问题, 构建"原理探究一工程设计——迭代优化——成果评价"一体化"学-教"路径。其学习逻辑突出证据、学习实践和高阶思维三大关键要素。设计策略包括: 基于概念层级设计工程情境, 基于证据获取设置原理探究, 基于证据转化开展工程实践, 基于证据迁移设计学习评价。 [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: Chinese
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      – SubjectFull: Engineering technology education
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      – SubjectFull: Critical thinking
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      – SubjectFull: Evidence-based education
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      – SubjectFull: Engineering design
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              M: 05
              Text: 2026
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