Research On The Existing Problems And Promotion Strategies Of Interdisciplinary In Senior High School Biology Teaching

In the trend of the integration of science and technology,frontier research generally needs to be carried out on the basis of inter-disciplines and the country urgently needs all-round talents with comprehensive skills.With the advancement of the new curriculum reform,education shows the strengthening of the connection between disciplines and the emphasis on the cultivation of students’ comprehensive ability.Based on the trend of new curriculum reform and the need of talent cultivation,it is necessary to implement interdisciplinary teaching to train students to make full use of various resources and comprehensively use multi-disciplinary knowledge to examine,analyze and solve problems.Based on the problems existing in the cross-penetration teaching,this thesis explores and puts the strategies of cross-penetration teaching of biology and other subjects into practice hoping to enrich the teaching methods of high school biology teachers.The main methods used in this research are literature research,questionnaire survey,summary induction and teaching practice.Firstly,referring to relevant literature and sorting out the research status at home and abroad determines relevant concepts and theoretical basis.Secondly,through a questionnaire survey of biology teachers and students in five senior high schools in Jiamusi,the current situation of interdisciplinary penetration teaching was learned.The survey shows that some teachers have limited understanding of the connection between disciplines who also have problems such as lack of awareness of cross-penetration of disciplines,lack of implementation plans and referential teaching cases,and single mode of teaching methods.As for students,their problems can be concluded as having low knowledge transfer ability and lack of interest in cross-penetration of knowledge.Thirdly,in order to solve the problems above,the cross-penetration points between the two books in the compulsory modules of the new high school biology textbook of The Humanities Edition and the seven subjects of chemistry,physics,mathematics,Chinese,history,geography and politics are sorted into a table.Also,the application methods of the seven subjects in biology teaching are analyzed and cited in order to help teachers to further clarify the connection between biology and other subjects and to improve the awareness of interdisciplinary penetration.With the purpose to improve students’ learning interest and knowledge transfer ability and enrich teachers’ teaching methods,two teaching cases are designed.According to the concept of the new curriculum standard,the direction of the new college entrance examination and the compilation characteristics of the new textbooks,from the front analysis,teaching content and method selection,relevant materials preparation,teaching situation creation,teaching interaction planning,teaching evaluation and so on,the author discusses and summarizes the five-step method of interdisciplinary penetration teaching design as "analysis,determination,collection,design,evaluation".The two chapters with significant characteristic of interdisciplinary penetration,"Inorganic Matter in Cells" and "Proteins Are the Main Undertakers of Life",are selected as teaching design cases.Finally,based on the research above,the teaching practice is carried out.Two parallel classes were selected from Grade one in a high school in Jiamusi.The control class was taught in routine methods while the experimental class experienced interdisciplinary teaching.The effect of the experiment was analyzed according to the changes of academic performance,learning interest and knowledge transfer ability before and after practice.The results show that the experimental class has higher scores than the control class after the interdisciplinary teaching,and there is a significant difference.Through the questionnaire survey and interview of the students of the two classes,it is found that the students of the experimental class are interested in the interdisciplinary teaching,have a positive attitude,and their comprehensive analysis ability has improved.Through the preliminary study,that the idea of cross-penetration teaching design of biology in senior high school is found to be feasible.Moreover,cross-penetration teaching also plays a positive role in promoting students’ mastery of biological knowledge,learning interest and knowledge transfer ability.However,due to the limitation of research conditions,the teaching practice only lasted for two months,and the cultivation of students’ comprehensive ability cannot produce immediate results in a short time.Therefore,further application and improvement of the research will be carried out in the future.