The Application Research Of Interdisciplinary Integration In High School Biology Teaching Under The Background Of "Dual New"

With the continuous development of technology and economy,the problems we face are becoming increasingly complex.However,our country’s traditional disciplinary education system is no longer capable of nurturing comprehensive talents who can adapt to today’s complex social environment and problems.To address this issue,the release of "China’s Core Competencies for Student Development" provides visual content and practical carriers for the concept of interdisciplinary teaching.The concept of interdisciplinary teaching is centered on cultivating core competencies,establishing comprehensive abilities with inherent connections between disciplines,enriching teaching theories,cultivating students’ comprehensive qualities and abilities,and promoting individual professional growth of teachers.Nevertheless,the application of the theory of interdisciplinary teaching to high school biology teaching remains an unresolved challenge.This study is based on the application of interdisciplinary integration in biology teaching.By conducting student surveys and teacher interviews,the current status of interdisciplinary integration in high school biology teaching was investigated.In addition,in the context of the new curriculum standard and new textbooks education background,the necessity of interdisciplinary integration in high school biology teaching was clarified.To further study the application of interdisciplinary integration in high school biology teaching,this study analyzed the most closely related subjects to biology,namely chemistry and physics,based on teacher experience.Accordingly,it was proposed that interdisciplinary integration should rely on the "dual new" background,establish a school-based interdisciplinary integration teaching and research community,enhance teacher’s interdisciplinary integration teaching and research abilities,and fully develop student-centered strategies for cultivating core competencies in biology.In order to verify the effectiveness of these application strategies,this study conducted a three-month interdisciplinary integration case design and practical research at X High School in Q City.Through classroom teaching,problem solving,and extracurricular activities,this study analyzed the teaching effects of interdisciplinary integration before and after student practice,as well as teacher teaching evaluation,and obtained the following research conclusions:1.The integration of disciplines has tremendous practical value in teaching high school biology.After conducting a survey of students and interviews with teachers,we discovered that both students and teachers recognized the significance of applying interdisciplinary integration in high school biology education.Furthermore,through teacher interviews,we found that there is a high correlation between biology and physics and chemistry.In response to this correlation,we have examined the teaching materials for high school biology in the People’s Education Press’ s Compulsory 1 and 2 and the new curriculum standard.We found 30 interdisciplinary integration points between Compulsory 1 and physics and chemistry,and 11 interdisciplinary integration points between Compulsory 2 and physics and chemistry.In actual teaching,we found that interdisciplinary integration is not limited to the number of disciplines and can be integrated with multiple disciplines.Therefore,in practical teaching,teachers can choose suitable disciplines for interdisciplinary integration based on the actual situation.This conclusion demonstrates the high practical value of interdisciplinary integration in high school biology education under the "Dual New" background.2.The application of disciplinary integration in high school biology teaching requires the participation of multiple parties.Investigation has revealed that some teachers are not aware of the importance of disciplinary integration,while others are unable to carry out disciplinary integration teaching due to school factors.Therefore,schools should organize teachers to form disciplinary integration research groups,improve the efficiency of disciplinary integration teaching through joint preparation,and cultivate the awareness of disciplinary integration among teachers and students,thereby enhancing their abilities in comprehensive core literacy.3.The application of interdisciplinary integration in high school biology teaching can enhance students’ comprehensive ability.The study found that the experimental class’ s average score was nearly 6 points higher than the control class’ s average score after analyzing the performance difference between the experimental group and the control group through experiments.Furthermore,statistical analysis showed that the experimental class’ s score had a significant improvement.This further proves the effectiveness of interdisciplinary integration in biology teaching.Moreover,the data analysis of the teacher’s teaching evaluation form indirectly proves that interdisciplinary integration in biology teaching under the "Dual New" background can enhance students’ comprehensive ability.