Case Study Of Cross-penetration Of Biology,Physics And Chemistry In High School

Under the general trend of the comprehensive development of global science and technology,the social issues formed by the new international situation are complex and changeable.Relying on a single subject can no longer solve independently.This requires comprehensive knowledge to construct relevant knowledge,comprehensive consideration and the ability to solve problems.This projected to education is the need for teaching content,which reflects the comprehensiveness in the teaching process.To cultivate comprehensive talents with comprehensive development,it is necessary to change the traditional teaching mode so that students can improve their self-learning and innovative abilities while acquiring basic knowledge.At present,the curriculum of primary and secondary schools in our country is subject to subject teaching,which is conducive to students' mastery of curriculum knowledge and is not conducive to cross-penetration between subjects.In addition,most subject teachers tend to focus on their subjects in the teaching process,which causes students to learn In the process,it is limited to a certain subject,and students cannot adapt to the needs of cognitive analysis.They are slightly inadequate in developing and cultivating comprehensive abilities.In 2003,the "General High School Biology Curriculum Standards(Experiment)" issued by the Ministry of Education proposed that: to strengthen the horizontal connection between disciplines,the horizontal connection between disciplines will help students understand the essence of science,scientific thinking methods,and unified scientific concepts and concepts.Process,establish a scientific view of nature,and gradually form a correct world view.Therefore,interdisciplinary and integrated teaching is particularly important.Based on the above background,this research takes 4 high schools and surrounding teachers and classmates in Bozhou District,Zunyi City,Guizhou Province as the research objects.Through the questionnaire,the cognition and cross-penetration teaching of high school biology,physics and chemistry subject cross-penetration teaching are investigated,Questionnaire results: Senior high school biology teachers are basically satisfied with the current status of the biology subject.The biology subject is closely connected with other subjects.Teachers understand cross-penetration teaching,but the teaching process is less developed and there are many difficulties;High school biology teachers using objects,specimens,wall charts,models,etc.to carry out teaching can help students understand and help students deepen the memory of knowledge points.Students have a high degree of understanding of cross-penetration teaching.Students in the experimental class have insufficient hands-on skills,can use biological knowledge to solve problems in life,and have relatively weak knowledge transfer ability;By comparing high school biology textbooks(Personal Education Edition),high school physics textbooks(Personal Education Edition),and high school chemistry textbooks(Personal Education Edition),summarize and sort out the cross-penetrating knowledge points of biology,physics and chemistry,and use them in daily classroom teaching and experiments.In teaching practice,select cross-discipline knowledge points for biology teaching case analysis,and establish case data for high school biology,physics,and chemistry cross-penetration teaching to provide real and effective reference information for teaching;On the basis of consulting related literature and integrating teaching experience,the school introduced the method of cross-integration and penetration teaching and applied it to the teaching class.It can be seen from the paper and pencil test and interview results conducted by the control class and the experimental class that the experimental class The students have a clear advantage over the control class in the understanding of the interdisciplinary penetration and integration of knowledge points and the interdisciplinary penetration and integration capabilities,and the students have achieved significant results in the monthly examination results.Based on the above research results,the following conclusions are drawn:High school biology,physics,and chemistry cross-integration case teaching 1)is conducive to improving students' subjective initiative;2)conducive to improving student performance;3)conducive to improving students' knowledge transfer ability;4)Conducive to optimizing teaching level and teaching mode;5)Conducive to the development of disciplines.The results of the questionnaire show that high school biology teachers and students are basically satisfied with the current performance of the subject,but the satisfaction is low,the knowledge points are clearer,and the acceptance of new teaching methods is relatively high;This research comprehensively summarizes the relationship between high school biology and physics and chemistry disciplines,combined with curriculum teaching reform,and explores the methods and ideas of cross-infiltration and integration of high school biology,physics and chemistry disciplines,which is important for biology teaching in the current new curriculum reform.significance.It is true that the scope of this educational experiment is relatively small and the time is relatively short.More educational practice is needed for testing,and more subject teachers are expected to participate.