Practice Research On Cross-Teaching Of Biology Subject In High School Based On Scientific Thinking Training

The Biology Curriculum Standards for Senior High Schools（2017 edition,2020 revision）emphasizes that attention should be paid to the connection between disciplines.Nature was a unified whole,and the thought methods,basic principles and research contents of physics,chemistry,biology and other disciplines in natural sciences were closely related.With the continuous development of science and technology society,the demand for versatile talents was becoming higher and higher.Strengthening the connection between disciplines could promote students’understanding of the nature of science,helped students to establish interdisciplinary knowledge,enabled students to develop the correct concept of life and scientific thinking,and developed the core quality of biology.Based on this,this study integrated interdisciplinary teaching into biology classroom and helped students establish interdisciplinary integration concepts by utilizing the connection between biology,mathematics,physics and chemistry knowledge,so as to enable students to better understand and master knowledge,so as to gradually realize the cultivation and development of scientific thinking.Main contented of this study:First of all,the research status of interdisciplinary and scientific thinking training at home and abroad was sorted out by studying relevant literature,and the connotation and theoretical basis of"interdisciplinary"and"scientific thinking"were expounded.Secondly,it sorted out the intersections of mathematics,physics and chemistry in the textbooks of compulsory Biology I and Ⅱ of the human education Edition,and chose the appropriate intersections to design and analyzed the teaching cases.Then,two classes with no significant difference in biological scores and scientific thinking level in the first monthly exam were selected as the research objects.Cross-disciplinary teaching was carried out in the experimental class and conventional teaching was carried out in the comparison class for one semester.Finally,the post-test questions were prepared（see Appendix 3）and the scoring criteria were determined according to the classification theory of SOLO（Structure of the Observed Learning Outcome）.After the completion of all the teaching content,the scientific thinking level of students in the two classes was tested from two aspects:the scientific thinking method dimension and the SOLO level corresponding to the scientific thinking level,and the phased learning results of students were further tested based on the results of the first Exam simulation.The results showed that:（1）In the dimension of scientific thinking method,there was no significant difference between the experimental class and the control class in the five dimensions of scientific thinking method before practice(all p_valueswere greater than 0.05);After the implementation of different teaching,the experimental class had significantly higher abilities in"induction and generalization","deduction and reasoning"and"model and modeling"than the control class(p_induction=0.007<0.05,p_deduction=0.000<0.05,p_model=0.003<0.05),but there was no significant difference between critical thinking and creative thinking(p_critical=0.321>0.05,p_creative=0.144>0.05).（2）there was no significant difference in test scores between the experimental class and the control class(p_pre-test=0.825>0.05);There was a significant difference between the experimental class and the control class in the post-test results and the results of the first exam simulation,(p_post-test=0.019<0.05,p_{exam simulation}=0.003<0.05),and the experimental class was higher than the control class.（3）In terms of the level of scientific thinking corresponding to the level of SOLO,after the implementation of different teaching,the overall level of scientific thinking of the experimental class was significantly different from that of the control class(p_whole=0.008<0.05),and the experimental class was higher than the control class.There was no significant difference between experimental class and control class in single-point structure（corresponding to scientific thinking level Ⅰ）and multi-point structure（corresponding to scientific thinking level Ⅱ）thinking level(p_single-point=0.354>0.05,p_multipoint=0.189>0.05);There were significant differences in the thinking level between the association structure（corresponding to level 3 of scientific thinking）and the abstract extension structure（corresponding to level 4 of scientific thinking）(p_relation=0.000<0.05,p_{abstract extended}=0.000<0.05).Conclusion:（1）The application of interdisciplinary biology teaching in senior high school was conducive to the improvement of students overall scientific thinking ability;（2）Interdisciplinary learning could effectively promote students understanding and application of biological concepts and improved their scores in periodic examinations;（3）Integrating the knowledge of mathematics,physics and chemistry in biology teaching was helpful for teachers to implement the core literacy of the subject and the specific requirements of the curriculum standards.