Exploration And Analysis On Chemistry Knowledge Of High School From The Perspective Of Integrated Science

Interdisciplinary teaching is one of the important ways to cultivate students’ comprehensive ability. The horizontal linkages between disciplines can effectively improve the teaching efficiency. The implementation of interdisciplinary teaching needs to be built in the intersection of the knowledge and characteristics of students’ knowledge construction. Based on the research of cross discipline and combing science subject knowledge intersection. The analysis reflects the interdisciplinary knowledge in the subject module arrangement sequence and the value of education subject module. Is of great significance for the teaching of biological, physics discipline knowledge and chemical knowledge through effective permeability.This study is based on the relevant literature on cross disciplinary research. A middle school in Xinjiang, Yili Huocheng County high school students and senior high school chemistry teachers as the research object. Through the questionnaire survey of students and teachers the status of implementation of the understanding and interdisciplinary knowledge of cross discipline teaching. The study found that95.0% of the survey of senior students and 92.7% of senior high students think chemistry and other disciplines have a certain connection. The students in the chemistry exam do also involve knowledge of other subjects. In teaching, 79.3% of high school students and 84.3% of senior high school students want introducing other knowledge in Chemistry Teaching. Through the survey of teachers found that most teachers will try to introduce the knowledge of other subjects in the teaching process.But the implementation of interdisciplinary teaching is not ideal. One of the main reasons is that teachers lack the knowledge of related subjects.In this study, the main work of interdisciplinary knowledge is: Senior high school(7)chemistry,(12)physics and(6)biology textbooks based on knowledge of the systematic induction and consolidation. To tease out the interdisciplinary knowledge of chemistry and biology, physics. There are 34 cross knowledge between chemistry and Biology, the content about biological section 44.The chemistry and physics has 21 cross knowledge points, section 26 relates to the physical content.Interdisciplinary knowledge mainly involves the structure of matter, organic chemistry and reaction principle of category knowledge. Through the analysis of cross knowledge in order and discipline education value module, Found that the students learning experience of biology and physics knowledge are introduced basedon subject knowledge, In the learning experience of the physical and biological sciences knowledge of students as the basis for the introduction of subject knowledge,it is conducive to the meaning of the construction of chemistry knowledge in the interdisciplinary teaching process. The study of science experiments, science theory in physics and life in Biology, use STSE and HPS teaching mode in Chemistry Teaching. Promote the development of the knowledge of chemistry in horizontal and vertical.The results of this study will help teachers to realize the science knowledge relevance and the meaning of interdisciplinary teaching. Through the multiple perspectives on the learning of chemistry knowledge, make chemistry textbook knowledge to dynamic, generative and open. Finally lay a solid foundation for better penetration of knowledge in Chemistry Teaching.