Difficulty Analysis Of Interdisciplinary Knowledge Points And Research On Teaching Strategies Of Selective Compulsory Textbooks For High School Biology In The People's Education Edition

With the rapid development of social science and technology,the continuous updating and development of scientific knowledge often involves the intersection and penetration of different disciplines.As an important medium for disseminating information and presenting and transmitting indirect knowledge,textbooks for senior high school biology not only serve as carriers of theoretical knowledge of biology,but also highlight the curriculum ideas and specific requirements expressed in the Curriculum Standards for Senior High School Biology（2017 Edition）.In our country,the courses in senior high schools are mainly subject-specific courses,lacking the establishment and implementation of comprehensive courses.Most biology teachers only master the knowledge of this subject,but have never dabbled in the knowledge of other subjects.This will lead to the phenomenon of separation between biology and its related disciplines,which will seriously affect students’ all-round development and the improvement of comprehensive quality.Therefore,the cross-infiltration and integration of disciplines is the general trend of current classroom teaching.Through sorting out the cross-knowledge of mathematics,physics,chemistry and geography in the three textbooks of the second grade PEP（2019 edition）,which are biology selective compulsory courses,such as Steady State and Regulation,Biology and Environment,Biotechnology and Engineering,and adopting the method of literature reading and questionnaire survey,15 representative cross-disciplinary knowledge points are selected to design the questionnaire.In addition,teachers from three different schools in Tianjin,such as key schools in districts and other ordinary schools,were investigated.The results of the investigation were calculated by assignment method,and the difficulty coefficients of interdisciplinary knowledge points considered by teachers from different schools were ranked.The chi-square test was carried out by SPSS,and the conclusion that there was no difference in the recognition of interdisciplinary knowledge points among teachers from three schools was obtained.According to teachers’ own teaching practice,this paper analyzes and summarizes the causes of the difficulties in knowledge points by filling in questionnaires.Finally,the first five difficulties are selected,and the causes of the difficulties are analyzed and summarized,which are classified into four topics,and the teaching design and summary methods are written,which can provide reference for front-line teachers.Based on the above investigation and analysis of teachers’ difficulty in interdisciplinary knowledge points in different types of schools,some teaching suggestions are put forward,such as "improving academic literacy,attaching importance to interdisciplinary content","conducting teaching seminars,strengthening interdisciplinary teaching research","being good at guiding students,attaching importance to interdisciplinary knowledge expansion" and "organizing various activities to improve students’ comprehensive ability".Four teaching cases,DNA Electrophoresis Identification,Excitement Conduction on Nerve Fiber,Population Quantity Change and Energy Flow in Ecosystem,are designed to help frontline biology teachers to further study the teaching content,improve students’ knowledge transfer ability and comprehensive application ability,and enrich the theoretical research on the teaching difficulties of interdisciplinary knowledge points,provide methods for teachers to solve the difficulties in interdisciplinary teaching,and urge them to pay more attention to interdisciplinary knowledge.