This research aims to address the challenges of digital transformation in education by understanding the digital competence of teachers through a mixed-methods approach. The grounded theory is employed to develop the Teachers' Digital Competence Model (TDCM), which is structured around three facets: development, pedagogy, and ethics. Within these facets, six key dimensions were identified: digital ethics and safety, digital engagement, digital resources, digital teaching and learning management, digital assessment, and empowering students. The TDCM was operationalized by creating the Teachers' Digital Competence Self-assessment Instrument (TDCSI), utilizing a self-perceived scale to measure teachers' digital competence. The selection of TDCSI questionnaire items was carried out using item analysis and exploratory factor analysis, followed by confirmatory factor analysis to construct a structural equation model and assess the reliability and validity of the instrument. The TDCSI comprises 24 items with a Cronbach's α of 0.937 and factor loadings ranging from 0.535 to 0.834, demonstrating a reasonable structure. This study provides valuable insights into digital competence, offering a practical instrument for measuring teachers' digital proficiency. The findings are poised to inform future research on digital competence, as well as support endeavors to enhance teacher training and professional development programs in the context of educational digital transformation.

脑科学为教育发展提供了一定的理论基础,如何将脑科学知识转化并应用于实践以促进教学,仍是困扰人们的难题.据此,本文概括了脑科学领域对教育教学有指导意义的研究成果,同时为教师教学提供一些建议.旨在依据当前脑科学与教育的结合点,提升教师对脑科学知识的理解,帮助教师依据脑科学知识提高教学质量并推动学生发展.

本文阐述了《义务教育生物学课程标准(2022年版)》中探究实践的内涵与特征.并以社会性科学议题(SSI)情境为例,从整合学习目标、创设真实性情境任务、设计不同层面的学习活动、开展证据的评估等方面,来解读探究实践在生物学课堂教学的具体应用.

研究性学习是我国在世纪之交为扭转教学方式和培养创新实践能力而提出的课程类型,但至今仍有许多教育研究和实践者因对其缺乏认识和理解而产生实践困境.以 1986 年到2022 年间与研究性学习相关的国家政策文件和上海市地方实施资料为研究文本,基于历史制度主义的时间理论和制度理论的研究框架,研究发现在历史演进上,我国研究性学习的前身是1986 年肇始的第七次基础教育课程改革期间上海市部分市示范性高中探索尝试的研究性科技、艺术和文体活动,此后 2001 年和 2010 年分别是研究性学习作为综合实践活动的重要组分从高中向初中、小学全面普及并融入综合素质评价的两个关键时间节点;在制度逻辑上,经济转型对创新人才的需求、管理范式对课程权限的开放和教育思潮对研究理念的呼唤三大外缘深层结构,以及顶层国家和地方政府的行政强制与底端学校师生和家长的潜沉诱致两方内生动力机制共同推动了研究性学习的生成和变迁,受路径依赖作用业已投入的实验室和学习系统建设等沉没成本、先进教育理念和范式模仿的学习效应、高校和职校英才培养的协调效应将保障研究性学习课程活力的继续延续.建立真实性监督认证机制、增强学校与社区间交互性和改革研究性教师教育体系是研究性学习在未来有待完善的重要举措.

Social Science Issues（SSI）, as an interdisciplinary carrier beyond science, involves science,politics, society and ecology, which is a bridge between science and students′ life experience. It is of great significance to introduce it into biology teaching to cultivate students′ scioscientific reasoning. SSI teaching can promote students′ understanding of the complexity of practical problems, carry out social scientific inquiry,question and refute, and integrate multi-disciplinary perspectives to improve students′ scioscientific reasoning.Taking the "restoration of ecological engineering of lakes around the school" as an example, the study aims to develope students′ scioscientific reasoning through solving interdisciplinary situational tasks, applying distribured scaffolding, participating in group communication activities, and appliying reflective practice models,in order to provide a feasible path for cultivating students′ interdisciplinary literacy in biological teaching.

教科书与课程标准间的一致性程度是教师落实课程标准对学生学业要求、提升学生学业成就的重要参考依据.采用SEC模式,对上海科学技术出版社出版的高中《生物学(2021年版)》教科书必修模块与《普通高中生物学课程标准(2017年版2020年修订)》间的一致性程度进行分析的结果显示,两者间存在显著的一致性,这表明2021年版教科书有效落实了国家课程标准的内容要求及学科核心素养.此外,通过梳理两者间的差异之处,为教师在课堂教学中如何基于课程标准有效使用教科书提出参考建议.

Despite previous scientific investigations on the limnic ostracods in eastern Inner Mongolia, the ostracod assemblages in aquatic habitats other than the large brackish lakes in this region have been poorly studied, hampering comprehensive knowledge of the regional ostracod fauna. Here we analyze the ostracod assemblages in various surface waters in central-eastern Inner Mongolia, including the abundant ponds formed due to road construction that are otherwise rare on the grassland, as well as natural swamps, lakes, and running waters. A total of 19 species of living ostracods are recovered, with the ponds dominated by Heterocypris incongruens and Ilyocypris mongolica, swamps by Physocypria kraepelini, lakes by Limnocythere inopinata and I. mongolica, and running waters hosting fewer ostracods. Comparative study of the ostracod assemblages from different areas in China and Mongolia reveals intermediate to strong degree of ecological disturbance of the aquatic habitats in central-eastern Inner Mongolia, as denoted by the prevalence of the ecologically tolerant widespread species H. incongruens, L. inopinata, and P. kraepelini. We propose that the ecological disturbance of the aquatic habitats in this area originates from both artificial and natural factors: the flourishment of H. incongruens and P. kraepelini reflect unstable and polluted environments due to human activities including road constructing and livestock raising, while the ubiquity of L. inopinata is due to enriched and fluctuating water chemistry under semi-arid climate. The endemic ostracods in central-eastern Inner Mongolia show sporadic occurrence, and future conservation of these species should be focused on the sites that possess favourable ecological niches.

Three new species, Pseudocandona cheni sp. nov., Cyclocypris pangi sp. nov., and Tonnacypris rectangularis sp. nov., collected from northern China, are described in this study. Pseudocandona cheni, of the compressa group, is difficult to be distinguished from other members of the same group by carapace morphology alone, but can be readily recognised by the structure of the hemipenis comprised of a long lobe a, distally inflated lobe h, and exteriorly pointed lobe b, as well as thick trunks of the male fifth limb endopodites. Cyclocypris pangi, despite its similarity in carapace morphology to its congeners, can be identified based on the morphology of the hemipenis, which bears a slender, slightly curved lobe h, and an S-shaped process accompanying lobe b, in addition to the rectangular trunk of the male fifth limb endopodite. On the other hand, Tonnacypris rectangularis, described on the basis of females only, can be distinguished from other Tonnacypris Diebel & Pietrzeniuk, 1975 representatives by its distinct sub-rectangular carapace alone. Other differences include the length of the swimming setae, the length of the distal claws on the second an-tennae, and the morphology of the pincer organ on the seventh limb. This study contributes to the poorly known extant non-marine ostracod fauna of Inner Mongolia and Beijing, and generally to the central-eastern Palaearctic region. In addition, the known distribution range of Tonnacypris is extended eastwardly by T. rectangularis. The valve-morphology data are useful for identifying fossil/sub-fossil representatives.

地球上并非仅人类拥有智能.黄蜂能识别人脸,螃蟹能通过背负带刺的海胆来防范天敌,短吻鳄能在鼻子上放置树枝从而"诱捕"其他动物……那么,究竟应该如何定义智能?又该如何判别自然界动物智能的高低呢?如今,一群来自神经科学、人工智能以及哲学等领域的学者,启动了一项"多元智能"研究计划,尝试创建一种类似于元素周期表的智能分类体系,以此对自然界中各种动物的认知能力进行归类.

运用文献计量学的方法分析国际生物学教育研究领域近十年的1555篇文献.通过高频关键词多维尺度分析图谱识别出国际生物学教育研究的六大热点主题.分析发现,国际生物学教育研究具有视角宏观、领域广泛、内容紧扣学科三大特点,这为拓宽我国生物学教育研究视野提供了参照.

The current social situation is that the rapid development of science and technology has brought about rapid economic growth, but the wanton development of ecological environmental resources, resulted in environmental deterioration, so that human survival faces major challenges. This is not only the current state of life but also an urgent problem that people will work together to solve. Therefore, in order to cultivate environmental awareness, make students intuitively and clearly understand the benign operation of ecological environment and the close relationship between people and the environment, this paper designs and studies the existing information technology to design biology teaching on the basis of the sustainable development of ecological environment and encourages students to strengthen the protection of the environment. This paper studied and designed the practical inquiry, analysis, and questionnaire survey. The experimental results show that the students in information technology teaching perform better than the traditional students, which can stimulate students' enthusiasm, arouse their interest in learning, and deepen students' understanding. The number of outstanding students increased by 5, and the number of failed students decreased by 8. The research significance of this paper is to provide new teaching design ideas for the existing biology teaching mode so that the development of information technology can benefit biology teaching.

系统思维是一种应用系统科学方法解决复杂动态问题的认知能力[1],它在认识系统的整体性、分析复杂因果关系、解决复杂问题等方面有重要作用[2].站在整体性和结构化的视角观察复杂的自然现象,以培养学生的系统性分析、思考和解决问题的能力十分必要.研究发现,建模可以帮助学生以物理或图表等形式表达科学思想,进行系统的预测和解释,发展学生的系统思维能力.

本文采用ISM法,分析比较了沪科版高中生物学新旧教科书"遗传学"部分在核心知识点的选取、关联和结构等方面的差异,拟为一线高中生物学教师的教学提供参考.

《中国式家长》模拟游戏真实地复制了当代中国青年共同的成长经历,是研究中国教育现实的极佳游戏文本.文章从霍夫斯泰德文化维度理论出发,结合权力距离指数、个人主义、男性气质、不确定性规避、长期取向、放纵这六个中国社会文化维度层面,基于《中国式家长》游戏分析了中国社会文化对中国式教育观的影响,以更深入地理解中国式教育观的现实内涵,揭示观念背后广大中国家长和教师的良苦用心,而后回归现实分析中国社会文化是孕育中国式教育观的源泉,提出在发展中国教育的同时要顺应中国文化、与时俱进,以及加强家长教育和教师教育.

生物钟是生物长期进化过程中适应环境周期性变化而演化出的一种内在计时机制,具有重要的生理调节功能.生物钟领域的研究对于揭示生命运行规律具有重要作用.本文对生物钟研究的发展历程以及生物钟与人类健康的关系进行了综述,以期为生物学课堂教学中贯穿健康生活理念、落实社会责任提供素材.

"亲生物性",即人类关注生命和类似生命过程的天生倾向,有着与学习兴趣相似概念含义和发展规律.以爱德华·威尔逊在《亲生物性》一书中提出的哲学思想进行初步分析,解释其心理学和进化论两方面的存在依据,并探讨亲生物性在生物学教育中唤起热爱之情、驱动探索欲望、激荡概念诗意、践行保护行动四大培养意义,并提出提供直接观察经验、回归探究本质、整合空间尺度和深化生物价值四大实现途径,以期为提升学生对生物学的兴趣和发展生物学核心素养提供参考.

细胞编辑技术可以将已高度分化的体细胞去分化,并且重新逆转为一种被称为诱导多能干细胞的细胞,这是生命科学领域的一个重大进展.与胚胎干细胞相比,诱导多能干细胞不但具有自我更新与分化为三胚层细胞的能力,而且可以避免干细胞研究中遇到的伦理道德和免疫排斥等问题,在医学研究及临床应用中有着广阔的前景.本文概述了诱导多能干细胞技术的实施步骤和应用研究,为生物学相关内容的教学提供基本资料.

Microplastics (MPs) coexist with other pollutants (such as heavy metals) in water, adversely impacting aquatic organisms, which might cause unpredictable ecological risks. This study aims to evaluate the effect of copper (Cu2+) and polystyrene microplastics (PS-MPs) on antioxidant capacity, immune response and intestinal microbiota of Nile tilapia. Cu2+ and PS-MPs co-exposure enhanced Cu2+ bioaccumulation in the liver of fish compared with Cu2+-alone exposure. Fish exposed to PS-MPs and Cu2+ displayed histopathologic alterations in the liver, intestine and gill. Exposure at low concentrations of Cu2+ in the C0 and CP0 groups can improve antioxidant capacity and immune response, while oxidative damage and inflammation existed in the high concentration of Cu2+ groups. Intestinal microbiota results showed that the diversity and structure were changed by Cu2+ and PS-MPs exposure, and harmful bacterium even increased at high concentration of Cu2+ and PS-MPs exposure groups. All in all, PS-MPs aggravate the accumulation of Cu2+ and lead to perturbations in biological systems of Nile tilapia.

教育博士专业学位旨在培养教育实践领域高级专门人才.实践性是教育博士项目的主要特征,增强实践性是全球背景下教育博士项目改革的主要趋势,但在如何增强实践性这一问题上还有诸多争议.教育博士项目的实践性最终是通过教育博士研究生专业实践能力的发展和提高体现出来的.借助Kolb的经验学习理论,认为教育博士研究生专业实践能力的提高是理论与实践之间互动的递进过程,在培养过程中需要经历体验、反思、生产和应用四个阶段,从而构成一个"培养环".根据相关研究和改革实践,课程内容的实用性、创新型教学方法、基于实际问题解决的研究训练以及导师对学生的专业实践指导是影响教育博士项目实践性的重要因素.据此提出了增强教育博士项目实践性的主要途径.