High School Biology Subjects Interpenetrate Teaching Research On The Current Situation And Countermeasures

With the development of science,technology and society,the problems in the real world are becoming increasingly complex,often involving multiple fields,and it is urgent to cultivate compound talents to meet the challenge of solving complex problems.Biology is a comprehensive basic discipline,which is closely related to many disciplines.At present,the dominant subject teaching is not conducive to students’ knowledge network construction and comprehensive ability improvement,and it is difficult to meet the challenges of future scientific and technological and social development to the cultivation of compound talents.Cross-disciplinary infiltration teaching is helpful to cultivate students to understand problems from a multidisciplinary perspective,understand the nature of science,develop an overall understanding of science,and comprehensively apply theories and methods of various disciplines to solve and study complex problems.Carrying out interdisciplinary teaching in senior high school biology teaching is not only the requirement of new curriculum standards,but also the characteristics of senior high school biology,and it is also the demand of promoting students’ all-round development,which has important practical and theoretical significance.In order to implement the cross-infiltration teaching of biology in senior high school more effectively,this study tries to design and analyze the cross-infiltration teaching of subjects from five aspects: classroom teaching,experimental teaching,exercises,practical activities and theme units.The difference teaching was carried out in the experimental class and the control class by using the educational experiment method.The experimental class adopted interdisciplinary teaching,while the control class adopted the traditional teaching mode.The teaching effect was tested by questionnaire survey and paper-and-pencil test.Using SPSS26.0 software to make statistics and analysis of the data,the results show that the interdisciplinary teaching in senior high school biology teaching is helpful to cultivate students’ biological core literacy and improve students’ grades.Finally,this study is summarized and reflected,hoping to provide some reference for biology teachers to carry out interdisciplinary teaching.This study sorts out the contents of the cross-infiltration between biology and other disciplines in the compulsory textbook of senior high school biology published by Zhejiang Education Press,and provides a lot of available materials for the implementation of cross-infiltration teaching.Through a questionnaire survey,the views and suggestions of senior one and senior two students in a middle school in Taizhou,Zhejiang Province on the cross-infiltration teaching of biology subjects were investigated,and five first-line senior high school biology teachers in this school were interviewed representatively.The survey results show that most teachers and students can realize the importance of cross-infiltration teaching in biology,but they lack effective guidance and specific implementation strategies.Based on this,this study puts forward the principles of moderation,scientificity,consistency,priority and enlightenment in cross-infiltration teaching of biology in senior high schools,and the cross-infiltration teaching approaches such as breaking through important and difficult points with the help of models,creating situations to promote infiltration,carrying out meaningful learning by comparison,and problem feedback.