A Study On The Teaching Practice Of The Infiltration Of Biology Compulsory One And Chemistry In Senior High School

With the development of science&technology,more and more emphasis is placed on comprehensive thinking,and gradual concern on comprehensive sciences,making the relationship between branches of science change evidently,and bringing about related knowledge on comprehensive science.But in China's educational field,especially in high school phase,teaching practice focuses mainly on separate subjects of their own,performing teaching practice within individual knowledge frame and curriculum criteria,which overly emphasizes individuality of each subject,and contribute to complete disconnection between students' life and study,therefore,doing no benefit to their development.According to the present educational situation of Ulanqab,Inner Mongolia,the thesis mainly conducts the teaching practical research on the interdiscipline between biology and chemistry of Grade one students of high school on Text book 1(Compulsory).To carry out the project,students are surveyed on their problems existing in biology study,then frontier biology teachers and pedagogy advisers are interviewed.Afterwards,carefully designed teaching plans of cross-subjects are made,which are applied to teaching practice in two classes.In testing phase,exam papers are cautiously structured,after which,students' scores are analyzed through average score,excellence rate,pass rate,ten-section distribution of students,and accuracy rate of different classes on particular knowledge points,to assess the effectiveness of integrated teaching of biology and chemistry.It is concluded from the aboveprocess that integrated teaching improves students' interest and performance in examination.It is suggested that in regular teaching and learning practice,teachers are supposed to strengthen students' awareness of related subjects integration.Meanwhile,students are encouraged to actively enhance their ability to integrating related subjects,and their ability to transform what they have mastered into practical issue solving competence,especially during after-school activities.Furthermore,the thesis throw light on the direction of teachers' professional development.First,self-learning should be attached more importance to in order to improve teachers' capability and competence.Second,it is beneficial to establish Teaching Study Groups across subjects to observe and assess one another's lessons,and conduct frequent cooperation and communication between biology teachers and chemistry ones,during which innovative changes through discipline integration,together with teachers' career development should be achieved.