Research On The Cultivation Of Students' Thinking Ability By Interdisciplinary Teaching In High School Biology Classroom

Since the 21st century,there have been many big challenges that are difficult to be solved by a single discipline all over the world.The society urgently needs talents who can adapt to the future social life and solve complex social problems.With the gradual progress of the new curriculum reform,the new curriculum standards and new teaching materials have strengthened the connection between disciplines,and pay attention to the cultivation of students' thinking ability.Based on this demand,interdisciplinary teaching has gradually attracted the attention of many scholars in various countries,but the interdisciplinary teaching and related research in China's basic education stage is still in the initial stage of exploration,has not formed a system and lacks relevant theoretical and practical guidance.Based on the above situation,the author carried out the research on the cultivation of students' thinking ability in the interdisciplinary teaching of high school biology,and determined the following research ideas:(1)To sort out the relevant interdisciplinary studies at home and abroad,clarify the research status and significance of the topic,and lay a theoretical foundation;(2)To sort out and analyze the interdisciplinary teaching contents contained in the compulsory textbooks of high school biology(2019 edition)of PEP;(3)To understand the implementation status and difficulties of interdisciplinary teaching from the perspective of teachers in the form of interviews,and to understand students' thinking level and interdisciplinary awareness in the form of questionnaires;(4)Based on the above research,relevant strategies for interdisciplinary teaching of high school biology are proposed,and corresponding cases are attempted to be developed;(5)Use empirical research method to explore the value of interdisciplinary teaching to the cultivation of students' thinking ability.According to text analysis,there are many interdisciplinary materials in high school biology textbooks.According to the interview results,:(1)Teachers have a clear understanding of interdisciplinary teaching and hold a positive attitude;(2)There are very few schools and teachers implementing interdisciplinary teaching,which are mainly influenced by exam-oriented education and subject teaching.Moreover,there are few teaching resources and teachers' energy is limited.(3)To truly implement it,it still needs the joint efforts of teachers,schools and relevant departments.According to the questionnaire survey,the thinking of Grade One students still has a large space for improvement,and the interdisciplinary awareness is still limited,at the surface level.Based on the above research,this paper actively explores interdisciplinary teaching strategies and instructional design,and conducts empirical research on this basis.According to the results,it can be concluded that :(1)Interdisciplinary teaching can promote the development of students' thinking ability,and it has the best effect on promoting abstract thinking ability;(2)Interdisciplinary teaching has a better promoting effect on high-level classes;(3)Interdisciplinary teaching has similar effects on the thinking ability of students of different genders.