Application Of Knowledge Crossover In Higher One Biology Teaching

The 21 st century is an era of rapid development of science and technology.In the new era,persons with comprehensive development and integrated abilities are required.Therefore,students must be able to form a certain world,values and life outlook from high school education.The presentation of core qualities further reflects the social request to students,so the ‘individual combat’ of discipline will run counter to the requirements of country and society.We need to find ways to make knowledge in different disciplines come together and this is the necessity of cross-teaching of knowledge.A lot of chemistry knowledge is needed in senior high school biology teaching,while current sub-discipline teaching cannot solve the problem in biology teaching,and it is not conducive to the improvement of students’ comprehensive ability and scientific literacy.This research is looking for the intrinsic relationship between the knowledge of biology and chemistry,and also intending to use interleaving knowledge to allow natural integration of chemistry into biology teaching without affecting the normal situation of biology teaching,meanwhile expanding the teacher’s knowledge storage to improve effectiveness of teaching,and providing a way to improve the overall abilities for students.This study is carried out in four steps: first,to find out the theoretical basis for knowledge-based cross-teaching through the analysis of literature,and research theory;second,to understand the current status of cross-teaching knowledge and analyze the existed problems by questionnaire survey for teachers and students;third,to combine the knowledge of chemistry that is needed in the teaching of biology and classify the cross-cutting chemistry knowledge according to the biological and chemical synchronization learning order,which include the learned and more skilled,learned but not in-depth,and not studied.Fourth,providing different types of teaching strategies for different levels of cross-knowledge can overcome the various difficulties that knowledge cross-teaching might encounter in practice.This study focus on the classification of the biology and chemistry cross-knowledge for senior high school education,by using different teaching strategies which avoids impacting normal biological teaching progress,and improving students’ knowledge migration and comprehensive application ability.This new teaching strategy can also promote biology teachers to study more in-depth teaching content,adapt to the new college entrance examination model,and achieve obvious advantages in the teaching effect.However,knowledge-based cross-teaching is limited by factors such as the reserve of knowledge of biological teachers and the status of school teaching facilities.It also requires biology teachers to conduct case studies.Overcoming these difficulties can only be used in practice.