Analysis Of Interdisciplinary Knowledge In The New High School English Textbook Published By People's Education Pres

Interdisciplinary teaching is a popular research topic in the field of education in recent years.With increasingly comprehensive degree of subject knowledge,interdisciplinary teaching has attracted more and more attention.In 2014,the Ministry of Education issued The Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Virtues and Cultivating People,which made clear provision on the interdisciplinary theme education and teaching activities.This shows that interdisciplinary teaching plays an important role in the current educational curriculum reform,and is also an important way to cultivate students’ core quality and promote all-round development.English teaching material is an important part of English language teaching.They characterized by interdisciplinary can provide content carriers for teachers’ interdisciplinary teaching and students’ interdisciplinary learning in English classes.It is also required by The Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Virtues and Cultivating People that the compilation and revision of teaching materials should strengthen the cohesion and horizontal coordination of teaching materials of each section.It shows that interdisciplinarity has become one of the important indexes to evaluate the quality of English teaching materials and English teaching.Therefore,it is of great significance to analyze the interdisciplinary knowledge of English teaching materials.After the literature research method was adopted to study the relevant literature,the content analysis method was adopted to make a quantitative and qualitative analysis on the interdisciplinary knowledge of unit themes and textbook contents of the seven volumes of compulsory and optional compulsory high school English textbooks published by People’s Education Press in 2019.The research findings are as follows:(1)The subject coverage of unit theme is relatively high,involving five subject categories,among which humanities and social sciences account for the largest proportion.(2)The subject coverage of the textbook content is high,involving more comprehensive subjects and good integration of subjects,but the subject balance is slightly lacking.(3)Through the qualitative analysis of the content of the selected unit textbook,the subject knowledge involved in the textbook can perfectly present the unit theme,the discipline integration is high,and the interdisciplinary knowledge can meet the learning needs of students and the needs of the times.At the same time,in order to understand the current situation of interdisciplinary English learning in high school students,this study conducted a questionnaire survey on 130 students from the school during the internship,and processed and analyzed the survey results with SPSS 26.0statistical software.The results showed that:(1)On the whole,students’ awareness of interdisciplinary learning is at a high level,with the highest level in cognition and poor level in behavior.(2)In terms of English learning,students have a good cognition of the importance of English learning,but have a slightly negative attitude towards English learning.(3)In terms of interdisciplinary learning in English learning,students lack a little cognition of interdisciplinary learning,but have a high awareness of interdisciplinary learning.(4)In terms of interdisciplinary learning in English class,students have a positive attitude towards teachers’ interdisciplinary knowledge teaching,but teachers’ teaching behaviors are less or not obvious.Based on the analysis of the above textbooks and the results of the questionnaire survey,the author puts forward suggestions and optimization strategies from the three aspects of the compilation of textbooks,English teachers’ teaching and students’ learning,which provide valuable references for the improvement of high school English textbooks and help teachers to better conduct interdisciplinary teaching activities.At the same time,it helps students establish and enhance the awareness of interdisciplinary learning,so as to achieve more comprehensive development.