| The "General High School Biology Curriculum Standards(2017 Edition 2020Revision)" proposes that nature is a unified whole,and biology and chemistry in natural sciences are closely related in thinking methods,basic principles,and research content.However,the current middle school teaching in our country is still based on subject-specific courses,ignoring the mutual penetration of biology and chemistry knowledge,which is not conducive to the formation of an overall scientific view of students.In this context,the cross-teaching of knowledge between biology and chemistry has been strongly advocated.However,the shortcomings of the traditional teaching model with teachers as the main body in the knowledge cross-teaching are becoming more and more obvious,and various new teaching models have emerged.Among them,the 5E teaching model is an exploratory teaching model proposed under the theory of constructivism.The experiment and the teaching of core concepts have shown good results,but the application effect in the cross-knowledge of biology and chemistry has yet to be studied.Through a questionnaire survey of 2,350 students and 129 teachers in 21 high school schools at different levels in different regions of Chongqing,we can understand the current situation of teaching and learning of the cross-knowledge of biology and chemistry,as well as the current status of the application of the teaching model in the cross-knowledge and the existing problems.At the same time,it carried out practical research in Middle School,further explored the application effect of 5E teaching mode in high school biology and chemistry knowledge cross-teaching,and designed a reasonable and efficient teaching mode for knowledge cross-teaching.The survey results show that:(1)Most of the teachers and students have a certain understanding of knowledge cross teaching,indicating that it is necessary to carry out knowledge cross teaching in senior high school biology teaching,which can stimulate students' interest in learning and cultivate students' comprehensive ability.(2)The learning situation of cross-knowledge is not good.Most students say that they have a certain degree of difficulty in learning cross-knowledge.In addition,the current situation of cross-learning of knowledge in terms of gender,grade,school level,and chemical background exists.Differences in different degrees:(1)The cross-knowledge learning in the first grade is better than other grades,which may be because of the compulsory first-year textbooks.There are more cross-knowledge points with chemistry subjects,and students pay more attention to it,so the learning effect is better;(2)The current situation of boys' cross-knowledge learning is better than that of girls.This may be because boys are generally more interested in science with strong logic;(3)The current situation of students' cross-knowledge learning in the former city's directly affiliated middle schools and key middle schools is better than that of ordinary middle schools,which may be because the original directly affiliated students are better than ordinary middle schools.The students in middle schools and key middle schools have a good knowledge base,so they are better than ordinary middle schools in the learning of cross-knowledge;(4)The students in the main city and northwest Chongqing are better than students in other regions in the learning of cross-knowledge;(5)The students who choose chemistry cross-examination The current situation of learning in knowledge is better than that of students who have not selected chemistry,indicating that students with chemistry foundation have better learning effects in cross-knowledge,which also shows that the cross-teaching of biology and chemistry knowledge is for students to learn cross-knowledge Very important.(3)The situation of cross-knowledge teaching is not optimistic.Nearly half of the teachers do not pay attention to the progress of chemistry teaching,and more than half of the teachers have not contacted the chemistry subject for teaching.The main reason is that the teaching time is tight and the teaching tasks are heavy,but most teachers have aspirations.Attempts,among the teachers who have carried out cross-teaching,most of the teachers have achieved good results and believe that it is necessary to continue to carry out.(4)In the teaching of cross-knowledge,the main teaching modes used by teachers are the traditional teaching mode,the "study plan guided learning" teaching mode,and the exploratory teaching mode.Most teachers use traditional teaching modes as the mainstay,which is not conducive to the cross-examination of students.For the learning of knowledge,some teachers will use the introduction,exploration,and explanation links in the 5E teaching model in the cross-knowledge teaching.Most teachers believe that the 5E teaching model can be applied to the teaching of cross-knowledge.Educational practice results:(1)The 5E teaching mode is conducive to the teaching of high school biology and chemistry cross-knowledge,and has certain effects on improving students' interest in learning,transfer ability and test scores.Among them,there are significant differences in learning interest and transfer ability,and the effect is not in terms of academic performance.Obviously,further research is needed.(2)The optimization plan of the 5E teaching mode in the cross-knowledge of biology and chemistry:(1)Attractive link: the initial experience of the cross-knowledge,leading to pre-concepts,proposing chemistry knowledge,and establishing the connection between biology and chemistry knowledge,and inspiring Students' learning interest and sense of inquiry.Teachers guide students to actively recall the cross-knowledge of chemistry that they have learned,and provide appropriate supplementary explanations to the cross-knowledge that has not been learned;(2)Inquiry link: the central link of cross-knowledge teaching,constructing new concepts,and using chemical knowledge Exploring and constructing biological knowledge,giving students enough time to think and inquire;(3)Interpretation link:the generation link of cross-knowledge,generating new concepts,using chemical knowledge to explain biological knowledge,understanding and mastering biological knowledge,and establishing biological knowledge Connection with chemical knowledge;(4)Transfer link: cross-knowledge expansion link,transfer new concepts,use learned knowledge to solve new problems,deeper understanding and transfer new knowledge;(5)Evaluation link: students conduct self-evaluation and peer evaluation,There are various forms of teacher evaluation,which run through the entire teaching process.In response to the above conclusions,the following suggestions are made for the development of interdisciplinary teaching:(1)Recommendations at the school level: Schools should organize teachers to carry out training on knowledge cross-teaching;organize students to carry out comprehensive practical activities.(2)Teacher-level suggestions: Teachers should enrich their own chemistry knowledge;teachers of different subjects should communicate frequently and pay attention to the teaching progress of chemistry subjects;avoid overwhelming crowds and focus on the teaching of biology;strengthen the 5E teaching mode in cross-cutting The promotion and application of knowledge;actively carry out practical research and seek the most suitable teaching mode for knowledge cross-teaching;teachers should pay attention to not stick to the form and moderate flexibility in the process of using the 5E teaching mode to carry out teaching.(3)Student-level suggestions: Students should actively carry out independent or cooperative exploration,pay attention to teamwork,have the courage to put forward their own views and ideas,and use chemical knowledge to understand and analyze biological knowledge to establish a connection between biological knowledge and chemical knowledge. |
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