Based On Core Quality Of The Research On High School Chemistry Blending Biological Knowledge

With the gradual Trial Implementation of the new college entrance examination reform,the diversified development of students has been met,and higher requirements have been put forward for the development of students’ comprehensive ability,which not only maintains the original requirements for teachers’ teaching system,but also improves the comprehensive requirements.As far as chemistry itself is concerned,it has many connections with other disciplines.Blending the contents of other disciplines in practical teaching will help to improve students’ comprehensive ability and students’ all-round development.According to the characteristics of chemistry and biology,blending these two disciplines has great possibility and practical value,which is conducive to students’ learning and development.The theoretical basis used in this paper is: Cognitive-developmental theory,learning transfer theory and constructivism theory.It defines the related concepts of discipline,discipline integration and comprehensive curriculum,and combs and analyzes the training of curriculum nature,core literacy and knowledge integration of chemistry and biology in the 2017 Edition(2020 Revision)curriculum standard.In order to investigate the actual situation of blending biological knowledge in senior high school chemistry classroom teaching,senior two science students in a city were selected to adopt the method of questionnaire survey and front-line chemistry teachers to adopt the method of interview.In the survey,it is found that students are not very clear about the integration of chemistry and biology in senior high school,and students have insufficient ability to transfer biology.Front line teachers have some problems on how to implement this teaching mode in actual teaching,including insufficient knowledge reserve,not knowing how to blend and implement,difficult to grasp the depth and breadth of blending,insufficient communication with teachers of various subjects,etc.In view of the problems found in the survey,combined with the specific situation of classroom teaching,this paper puts forward relevant blending teaching strategies and applies them to teaching.Chemistry and biology in senior high school blend in many small knowledge points,but the larger integration is mainly concentrated in the organic part.The degree of integration is large in the "basic nutrients in life" in compulsory 2,but the content is relatively simple.Therefore,the integration teaching design is carried out for the upgrading content of this part-"sugar" and "protein" of biological macromolecules in selective compulsory 3,And this part of the content is taken as a compulsory content after selecting subjects.In terms of the requirements of the new curriculum standard,it is also necessary to understand the content of subject blending.Two classes(experimental class and control class)are selected for teaching.Through the observation of classroom teaching and the detection and analysis of typical questions,it is found that blended teaching is not helpful to master the knowledge that needs memory,and the effect is similar to that of traditional teaching.However,for the content with a large degree of blending,blended teaching helps students master relevant knowledge and improve their ability to comprehensively use knowledge,At the same time,blended teaching connects new knowledge with the known contents of students,which is conducive to students’ advanced learning of knowledge,improve students’ interest in learning and improve the classroom atmosphere.Therefore,blended teaching is helpful and practical for students’ learning.This paper expounds the blending of sugars and proteins in chemistry and biology,provides research ideas for other blending design,and also provides materials for practical blending teaching.Put forward the relevant strategies of blending teaching,requiring teachers to update their teaching ideas and integrate the blending teaching ideas into the actual teaching;Teachers are required to further broaden their knowledge and increase communication and exchange with teachers of other disciplines;Help students carry out knowledge transfer,cultivate their ability of knowledge transfer and the application ability of comprehensive knowledge,and establish a systematic knowledge system and a correct scientific view.