Practical Research On Interdisciplinary Infiltration In High School Biology Teaching

In the basic education stage of our country,subject based teaching has always been the main approach.Currently,the subject based teaching model is widely used in high schools in various regions.Although it facilitates students’ in-depth learning in the vertical direction,it hinders the interconnection between disciplines in the horizontal direction,causing the huge knowledge system to be divided into independent sections and lacking communication,which is unfavorable for students’ comprehensive development.The development of science and technology in the new era and context requires comprehensive talents.Therefore,in the field of basic education,attention should be paid to the intersection and connection between disciplines to achieve the goal of cultivating comprehensive development.Cross disciplinary teaching has built a bridge for communication between various disciplines and provided new teaching directions.Due to its unique disciplinary attributes,high school biology has rich interdisciplinary content that is suitable for integrated teaching.The author conducts practical research on the interdisciplinary teaching of high school biology with other disciplines,in order to enrich teaching forms,broaden students’ knowledge level,and enhance their ability to comprehensively analyze biological problems from multiple perspectives.After determining the research direction,a survey was conducted on the current situation of interdisciplinary teaching in high school biology.The results showed that both teachers and students generally agree with interdisciplinary teaching.However,due to factors such as teachers’ own knowledge reserves,tight teaching and learning tasks,most of them only provide a rough explanation of the interdisciplinary content and do not conduct in-depth integrated explanations based on students’ actual situations.Based on relevant teaching theories and combined with current teaching practices,the research content of this study is as follows:(1)Taking the compulsory high school biology textbook of the People’s Education Press as an example,sort out the cross content between various disciplines and biology,and calculate the relationship between teaching progress between disciplines,so that teachers can conduct cross teaching in a timely and appropriate manner according to the teaching progress;(2)Taking the high school biology textbook of the People’s Education Press as an example,based on relevant theories and combined with teaching practice,a subject textbook infiltration teaching process is designed: analysis,selection,collection,implementation,evaluation;(3)After the implementation of teaching,the teaching effectiveness is evaluated based on methods such as student classroom observation,post class interviews,teacher evaluation,teaching reflection,and pre and post test analysis of student grades.The evaluation results show that implementing interdisciplinary teaching in high school biology classrooms has a promoting effect on students’ learning;(4)Propose interdisciplinary teaching suggestions.In summary,interdisciplinary teaching in high school biology classrooms can to some extent enhance students’ interest in learning,broaden their knowledge base,cultivate their ability to transfer knowledge,and comprehensively analyze and solve problems.