High School Chemistry Teaching Design Research From Crosscutting Perspective

In recent years,the direction of scientific development has shown a big concept,big science,and a comprehensive development trend.Chemistry is a natural science,which is closely related to agriculture,energy,materials,resource development,national defense construction,and environmental protection.It is decided that the discipline of chemistry is closely related to other disciplines.Moreover,modern society is increasingly advocating the cultivation of comprehensive talents.In order to comply with this trend,we must not only pay attention to the logic system of the chemical discipline itself,but also the application of chemistry in other disciplines or the use of other disciplines in chemistry.And the newly promulgated "Ordinary High School Chemistry Curriculum Standards(2017 Edition)"(referred to as "Course Standards")focuses on the connection between chemistry and other disciplines,and proposes interdisciplinary practical activities,etc.,in the interpretation and theory of the "Course Standards"·On the basis of learning,through theoretical and practical research,explore high school chemistry teaching from an interdisciplinary perspective,improve students' scientific literacy,and explore practical experience in promoting curriculum reform and improving teaching status.This study firstly analyzes the origin and research status of interdisciplinary at home and abroad.Secondly,on the basis of analyzing and summarizing the research status,the selection of the knowledge of the four primary batteries in the teaching of the seniors is selected for teaching practice.Because of this knowledge and compulsory one The combination of chemical energy and electric energy is closely related.Therefore,the teaching design is carried out in the form of review class and new lectures,and the teaching practice is carried out and the teaching process is analyzed.Finally,in order to examine the students'learning situation,students are used in the form of post-test questions.Evaluation and interviews with four teachers in the second grade group.Based on the above research contents and practice,the final conclusions are obtained:interdisciplinary teaching can improve classroom efficiency,help students understand knowledge and improve students' overall quality.It also provides teaching suggestions for front-line teachers:deep understanding of knowledge,updating of teaching concepts,and interdisciplinary communication with relevant subject teachers.