Research On The Design And Practice Of Biologic Interdisciplinary Teaching In Junior Middle School

June 2017 “China STEM educational developing conference” was held at Chengdu University of Electronic Science and Technology.Cross-sector and cross-sector STEM cooperation has become a pressing requirement to enhance national competitiveness.Interdisciplinary education has become a brand-new education paradigm nowadays.Biointerdisciplinary teaching based the division settings of subjects of junior middle school is a kind of teaching method to practice interdisciplinary education.After reading a lots of relevant literature of interdisciplinary teaching and STEM education,the specific implementation for the interdisciplinary teaching of in junior middle biology are researched in depth and detail.Some biological teachers in rural junior middle schools in Xia County Shanxi Province were interviewed,to understand the factors that affect interdisciplinary teaching of junior high school biology,and the difficulties in junior high school biology interdisciplinary teaching.On the basis of interviews with teachers,the questionnaires were used to understand the interests of the two classes in the eighth grade of junior middle school in Xia County.A total of sixty-four pre-test questionnaires were distributed in order to do some preparation for biological interdisciplinary teaching interventions.In this study,four textbooks of junior middle school biology were selected,and the intersecting contents of biology and other disciplines were integrated and listed.Some of the intersecting contents have been selected to design the following models of interdisciplinary teaching in biology based the situation of the eighth-grade students in the junior high school in Xia County: Background Strategies(Classroom Orientation)---Autonomous Learning(Independent Thinking)---Problems Leading(Cross-study,Thinking Deeply)--problem solving(Cooperation and Exchange)--returning to life(subject-based),specific strategies included: background strategies,problem solving strategies,cooperative learning strategies,etc.,followed by an teaching practice applied to this interdisciplinary teaching model in eighth-grade experimental class in Xia county Junior middle School.To evaluate the effectiveness of the teaching model,sixty-four questionnaires of interest in biology learning of junior middle school were sent to the experimental class and the control class,and sixtyfour questionnaires of interdisciplinary learning awareness in biology of junior middle school were distributed.The conclusions of this study are as follows: 1.The relevant factors affecting biological interdisciplinary teaching include: teachers' positions,teachers' learning background,teachers' teaching age,and teachers' interests.Teachers in positions of school leadership can understand the importance of interdisciplinary teaching.The younger,the more highly educated and the more broad-minded,the more teachers can master the interdisciplinary teaching.The difficulties in biology interdisciplinary teaching of junior middle school are the shortage of knowledge for the teachers to control the classroom.2.The advantages of biology interdisciplinary teaching in junior middle school are as follows:(1)Students' biological interdisciplinary consciousness is gradually formed;(2)Students' biological performance is also improved;(3)Students' three-dimensional learning interests in biology have been significantly changed except one dimension: the intuitive interest,operating interest,cause and effect of interest have significantly improved and the theoretical interest has not been changed.Therefore,biology interdisciplinary teaching in junior middle school is operability and has a positive impact on student development.