Research On The Teaching Practice Of Interdisciplinary Knowledge Of High School Biology

With the rapid development of contemporary society,many complex and difficult comprehensive problems have emerged,and comprehensive problems often require comprehensive talents to solve.In the basic education stage of our country,most areas are mainly based on the branch curriculum system.Sub-disciplinary courses can effectively promote students’ absorption of knowledge in various disciplines,but lead to isolation among various disciplines,so that the teaching of each discipline is implemented separately.However,there is usually an inevitable connection between various disciplines,so when teaching,teachers must fully recognize the connection between disciplines and strengthen the integration of disciplines in order to enhance students’ comprehensive thinking ability,so that students will learn The knowledge will be integrated to form a systematic understanding and strengthen the cultivation of students’ comprehensive ability,so as to cultivate comprehensive talents.This thesis interviews senior biology teachers in high schools to understand the practical application of interdisciplinary education in high school,as well as high school biology teachers’ views and attitudes on interdisciplinary knowledge.The results of the interview showed that most teachers affirmed the importance of interdisciplinary knowledge.The compulsory textbooks for the new high school biology edition of the human education version,including compulsory 1-"Molecules and Cells" and compulsory 2-"Genetics and Evolution",list and analyze all knowledge points in these two textbooks that are related to other disciplines,including The seven disciplines of Chinese,politics,history,geography,mathematics,physics and chemistry,combined with the "General High School Biology Curriculum Standards(2017 Edition)",compile a table of interdisciplinary knowledge.Based on the collated tables,the application of the knowledge of seven other subjects in high school biology teaching was analyzed,and three classic interdisciplinary knowledge related to physics,chemistry and history were selected for corresponding teaching.Designed and tried teaching practice.The experiment used a high school(5)class in a high school in Yancheng,Jiangsu Province as the control group,and a high school(7)class as the experimental group.The experimental group was guided by interdisciplinary knowledge teaching,and the control group used traditional teaching methods to teach.Finally,the results of teaching practice are analyzed through the student paper-and-pencil test and the student questionnaire.Through the results of the paper-and-pencil test,it is found that the average score of the experimental class is only slightly higher than that of the control class,and there is no significant difference.There is no significant difference in the level of biological knowledge between the experimental class and the control class.Through the results of the questionnaire,it is found that teaching interdisciplinary knowledge can improve students ’learning interest to a certain extent,form students’ understanding of interdisciplinary,and help students learn biology better.Finally,it analyzes the practical results,puts forward suggestions and analyzes the shortcomings of this study.