A Study Of The Linking-up Between "science" And Relevant Content In "life Science" Of Shanghai Middle School And Teaching Strategy

With our social progress, there is growth trend that people pursuing higher demand for education. The second round reform of curriculum continuously deepens in Shanghai. Grade 6 and 7 are set comprehensive science while Grade 8 and 9 are set branch of physics, chemistry and life science in junior biology courses. These courses setting reflect the tendency that education develops from division subject to the comprehensive one, but it also brought some discipline problems of convergence. Convergence between division of life science and comprehensive science remains a problem to be solved. Convergence education is of great importance to both students'learning and teachers'teaching.I mainly use text study in this research. First, through the literature review to understand the current research status of both domestic and international life science education and comprehensive science education, and to understand curriculum reform and setting in comprehensive science and life science range in Shanghai and China. Thus determining research topic and having a clear purpose significance of it. Then, through content analysis and comparison, I did a comparative analysis of biology in "science" of Shanghai middle school (Oxford Shanghai version) and relevant content in "Life Sciences" of middle school (PEP). In addition, comparative analysis also is used in curriculum standard. Finally, through the above comparative studies and my own teaching experience, I try to offer five strategies in the convergence between the middle school science and life science.1. Strategies of convergence in education based on learning psychology of students:from students'learning psychology sight, analyzing some problems that may arise during students'science and life science leaning, and methods and strategies can be used in teaching.2. Three-dimensional target progressive strategies of convergence in education:based on former comparative analysis in curriculum standard, I offer bedding progressive convergence strategy and organic integration convergence strategy for three-dimensional interface in instructional design.3. Gradual convergence strategies:Life Science is a systematic science and the content is step by step. Following the principle of gradual progress, I believe that the strategy could be efficient from two aspects, both disciplines and students'learning.4. Advance organizer convergence strategies:Based on learning in the Aosu Neil theory, and make advance organizers strategy as a guide, combined with the life science teaching practice, putting the integration and coordination strategies and gradual strategy into convergence education.5. Constructive convergence strategies:The strategy reflects the use of constructive theory in convergence education. It links from the old and new knowledge, sets up students to build knowledge "scaffolding" and leads students'cognitive conflicts, these three aspects are combined with the teaching practice. Under the guidance of above convergence education strategies, I select representative contents, "ecological elements","Flora species-algas, bryophyte," " how to balance internal environment in human body", "water balance and adjustment in human body". So I designed teaching cases about life science.This thesis is research from the textbooks, curriculum standards, convergence education and teaching strategies, hoping to offer some reference and help to science and life science teachers.