The Practical Research On Crosscutting Concepts Teaching In High School Biology

In order to be able to base on my country’s national conditions,educating people scientifically,and link macro-education concepts and training goals with specific education and teaching practices,curriculum reform and college entrance examination reform have been carried out from top to bottom.In order to solve the problems encountered in the reform of the new college entrance examination and my country’s subject-based teaching model,reviewing the relative literature,it is found that crosscutting concepts research in foreign countries started earlier,which has formed a better system,especially in the value,norm and correlation of crosscutting concepts.In comparison,our study started relatively late,with more theoretical research and less empirical research.In particular,the teaching practice research involving frontline teachers is even rarer.It can be seen that the research in the field of crosscutting concepts needs to be further deepened,especially with the participation of front-line teachers.It is unprecedented to use crosscutting concepts mapping in the field of high school biology to implement crosscutting concepts teaching.Therefore,using the opportunity of the reform of the new college entrance examination,it is very necessary to integrate the concept of interdisciplinary into high school biology teaching during process of proposing the new curriculum standards.How to implement crosscutting concepts is a challenge facing science educators in my country,especially in the mode of high school science curriculum division teaching.So as to integrate crosscutting concepts into subject teaching,implement core literacy and provide references for frontline teachers.Therefore,based on the analysis of the research background and research status,this research uses crosscutting concepts mapping to carry out crosscutting conceptual practice research and provides a template for frontline teachers to use crosscutting concepts mapping for interdisciplinary teaching through specific case practices.First,through the literature method,the concept of interdisciplinary in high school biology can be defined.This article believes that the crosscutting concept is an important scientific concept that has repeatedly appeared in multiple disciplines and can break the boundaries of disciplines.It is a higher thinking mode or tool that can reflect the science itself,which could be an important way to achieve scientific literacy.In order to visualize the thinking process of crosscutting concepts learning in crosscutting concepts research and to evaluate the effect of crosscutting concepts learning,this research introduces crosscutting concepts mapping.As an important tool in the field of crosscutting concepts research,crosscutting concepts mapping can help students integrate knowledge,intuitively reflect students’ scientific thinking process,and objectively evaluate students’ creative thinking ability.By scoring the crosscutting concepts mapping,we can scientifically explore the development of students’ innovation ability,and at the same time provide an opportunity for the cultivation of innovation ability in the process of building the crosscutting concepts mapping.Therefore,this research explores the application of crosscutting concepts mapping in crosscutting concepts teaching from the perspective of teachers and students,as a tool that can effectively reflect learners’ understanding of crosscutting concepts and complex relationships between concepts.Then combined with the text analysis method,the advanced content of the crosscutting concepts learning of "causality" in high school biology is sorted out.On this basis,refer to The biology curriculum standards for senior high school(2017 Edition revised in 2020)to integrate the advanced content of "causality" learning in high school biology,the core concepts and expected performance of the subject,And choose to take the high school biology compulsory course 2 Genetics and Evolution of the People’s Education Edition as an example,teaching framework of "Genetics and Evolution ".After sorting out the teaching framework,I also selected cases from the high school biology textbook published by the People’s Education Edition to show how to incorporate crosscutting concepts into specific teaching content.In order to explore the actual effects of crosscutting concepts mapping on students’ academic performance and subject core literacy in interdisciplinary teaching,in this study,students from the 2020 Rocket Class and the Intensive Class of Liaohe Oilfield Second Senior Middle School in Panjin City,Liaoning Province were selected for three months of teaching practice and empirical research.Through the start examination and the mid-term examination based on the exploration of the development of students’ core literacy,the two-stage unified examinations examine the changes in the performance of the four classes before and after,and analyze their differences in performance.Through the analysis of experimental results and the results of questionnaire and interview surveys,it can be found that the use of crosscutting concepts mapping for crosscutting concepts teaching is conducive to improving students’ academic performance and implementing core literacy.Through the comparison of the pre-test and post-test,it can be seen from the perspective of progress that whether it is a rocket class or an intensive class,the students in the experimental class have made great progress in learning.Through the test and analysis of the significance of the difference between the experimental group and the control group,it can be seen that the post-test scores are significantly different from the front scores,which highlights the significant promotion effect of interdisciplinary concept teaching.Through the analysis of experimental results and the results of questionnaire and interview surveys,it can be found that the use of crosscutting concepts mapping for crosscutting concepts teaching is conducive to improving students’ academic performance and implementing core literacy;conducive to the integration of scientific concepts at a macro level and realize the overall understanding of science.It has also contributed to the improvement of teachers’ professional quality.Through the above research on interdisciplinary teaching practice using crosscutting concepts mapping,the following conclusions can be drawn:First,the use of crosscutting concepts mapping for interdisciplinary knowledge integration is conducive to the development of students’ core literacy.Second,using crosscutting concepts mapping as a thinking visualization tool can effectively implement crosscutting concepts teaching.Third,crosscutting concepts teaching based on crosscutting concepts mapping can help teachers quickly improve their professionalism.It can be seen that the integration of crosscutting concepts into high school biology teaching can not only help subject teachers to quickly grasp the students’ academic conditions,but also build their own teaching logic to achieve teaching innovation,so that teachers can improve subject teaching and improve professional quality.The use of crosscutting concepts mapping can also reduce the learning burden of students through fewer and more sophisticated learning tasks,enhance learning interests and help students to carry out meaningful learning,so as to achieve the goal of developing core literacy.