Teaching-case Research On Enhancing The Infiltration Of Chemical And Physical Knowledge In High School Biology-Teaching

Entering the 21th century, the development of science and technology shows the comprehensive characteristics that Various disciplines infiltrate into each other gradually. The integrative developing trend calls for that education can also embody crossover^ infiltrated and integrated features. So secondary education in different countries carries out whether specialized course or integrated course, its training objectives are all focused on infiltration and integration, to cultivate students’comprehensive abilities.At present, domestic high school education still carries out specialized course mostly.With the implementation of "3+X" scheme and the new curriculum standard, high school education began to pay attention to subject connection. However, comprehensive abilities is based on specialized teaching. For high school biology teachers, they should focus on biology teaching and infiltrate physical and chemical knowledge into biology teaching in good time and reasonably, in order to promote comprehensive abilities.This paper will discuss from five aspects.The first part elaborates the background, the significance and the research methods, pointing out the necessity and feasibility of carrying out subject-infiltration teaching in high school biology-teaching.The second part discuss the theoretical basis of subject-infiltration teaching, including the definition of the concept, the advantages, theoretical foundation and the main teaching modes.Part three summarizes the present situation of science teaching in high school at home and abroad. Based on the characteristics of science-teaching in high school of the United States, Japan, Canada and at home, we will obtain the enlightenments to carrying out subject-infiltration teaching in domestic high school biology.Based on the above theory and analysis, part four gives specific analysis on teaching cases of infiltrating physical and chemical knowledge into biology teaching. On the one hand, the paper shows a comprehensive summery of knowledge infiltration between biology and chemistry and physics in conjunction with the relevant literature, teaching design and cases. On the other hand, it gives teaching designs of some typical contents and analyzes. The last part puts forward the idea of subject-infiltration teaching in high school biology and gives teaching advice, in basis of the analysis of the theory and practice.In this paper, subject-infiltration teaching is focused on knowledge, which is characterized by "meticulous". To PEP required textbook of high school biology for clues, it finds out the main subject-infiltration knowledge between biology and chemistry and physics. Meanwhile, it gives some "biological teaching design of typical subject-infiltration points" and summarizes the idea of subject-infiltration teaching in high school biology, with Case Analysis Method.