Practical Study On Interdisciplinary In Senior High School Biology Teaching

At present,China's middle school education is mainly divided into subject courses,and the disciplines are self-contained.Teachers also have their own policies in the teaching process.Due to the lack of communication and connection,it has a certain impact on students' formation of a scientific knowledge system and comprehensive thinking ability.It is also disadvantageous to the cultivation of students' migration ability and creative thinking.Challenges facing society,such as environmental pollution(severe haze in large cities),population aging,energy shortage,public health(outbreak of new viral diseases),genetically modified food safety,genetically modified ethics and other issues not only have Biological characteristics are also comprehensive.These biological characteristics cannot be solved by biological knowledge alone,but also by the comprehensive knowledge and thinking patterns of various disciplines.Therefore,it is necessary to promote cross-disciplinary and infiltration among disciplines through teaching.To broaden the students 'knowledge,to face problems from different perspectives,and to examine and understand problems from a multidisciplinary perspective,in order to improve students' overall planning ability.Against this background,this article presents the high school biology and natural sciences and humanities by taking 3 compulsory teaching materials of high school biology as an example by reading a large amount of literature and studying the research results of cross-infiltration in related disciplines.The content of the cross-penetration point is carried out in four ways: classroom teaching,exercise exercises,practical activities,and unit topics.Multidimensional teaching cases are designed and used in teaching practice.In the study,experimental and control classes were used to teach the subject using cross-disciplinary teaching methods and conventional teaching methods,and the pretest and post-test results of the two classes were evaluated horizontally(the pretest and post-test of the same class were analyzed separately)and longitudinal evaluation.(Post-test analysis of different classes).The comparative analysis of the three sets of data of these two evaluation methods makes the research results more convincing,thereby verifying the effectiveness of the cross-disciplinary teaching in biology teaching in high school.Based on the above research results,it is concluded that the method of cross-disciplinary teaching is superior to conventional teaching methods,and has certain effectiveness in improving students' academic performance.It can be advocated where classroom conditions permit.