Research On The Integration Of High School Biology And Chemistry Under The Interdisciplinary Background

"Opinions of the Ministry of Education on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Tasks of Lideshuren" points out that it is necessary to change the current situation that the curriculum structure emphasizes too much on the subject standard,too many subjects and lack of integration,and set up comprehensive courses to cultivate comprehensive talents.In response to the call of the state,schools across the country have begun to pay close attention to and study interdisciplinary teaching.However,at present,in the stage of basic education,interdisciplinary teaching and related research in China are still in the primary stage,which is mainly manifested in the fact that schools still adopt the teaching mode of division,resulting in the separation of subject knowledge,the inability to form a complete framework system,and the lack of guidance of scientific theory and reference of specific materials and cases.Based on the above background,this study carried out interdisciplinary teaching of high school biology and integrated the knowledge of chemistry in order to explore whether this method is effective in cultivating scientific thinking.First of all,through the literature method to read and sort out the relevant literature at home and abroad,clarify the purpose and significance of this study,define the core concepts,and lay a theoretical foundation for the subsequent teaching practice to do correlation and feasibility analysis.Secondly,through questionnaires and interviews,students and teachers are investigated and studied.The survey results show that students and teachers have a positive attitude towards the application of interdisciplinary teaching,but some teachers have certain limitations in their understanding of interdisciplinary teaching.Due to the lack of theoretical guidance in daily teaching,the frequency of application is not high,resulting in fewer related cases of interdisciplinary teaching,which needs to be further supplemented and improved.Thirdly,according to the investigation,this study puts forward the principle of subjectivity,the principle of applicability,the principle of logic and the principle of scientificity that the interdisciplinary teaching design should follow.According to the above principles,in view of the various limitations of the current interdisciplinary teaching,the preparatory teaching strategies and behavioral teaching strategies for the implementation of interdisciplinary teaching are summarized,and the basic process of interdisciplinary teaching design is put forward.Then,the contents of compulsory 1 and compulsory 2 of high school biology textbooks are sorted out,and the knowledge points crossed with chemistry in textbooks are summarized to provide materials for subsequent teaching design.Finally,two classes with the same level were selected,and the teaching design and practice were carried out with the content of ’photosynthesis and energy conversion’ as an example.The changes of students’ scientific thinking level before and after teaching practice were evaluated by the selected level test questions.The results of teaching practice show that the proper integration of chemical knowledge in high school biology teaching is conducive to cultivating students’ scientific thinking,can help students construct an interrelated,logical and systematic knowledge system with other disciplines,promote the development of students’ core literacy,and have a better effect on students whose cognitive level of scientific thinking is medium.Based on the practical results,through reflection,this study finally proposes that teachers need to establish a sense of interdisciplinary integration and change teaching concepts;integrate teaching resources and deepen curriculum integration;diversified teaching methods to achieve information-based teaching;schools build a platform to strengthen teacher training recommendations.