Research On Interdisciplinary Image Reading Teaching In Junior High School Art And Biology Based On Meaningful Receptive Learnin

With the curriculum reform of China’s compulsory education stage,the concept of interdisciplinary teaching has become more and more important.Interdisciplinary teaching of fine arts has a unique educational value in cultivating students’ art ability and comprehensive quality.From the perspective of disciplines,art and biology are both important means of expressing nature and understanding the world,and the common characteristics of disciplines make the integration of disciplines possible.This paper will analyze the interdisciplinary curriculum of the People’s Fine Arts Publishing House of the textbook,find the commonality of interdisciplinary teaching,and explore the interdisciplinary integration point of junior high school art cross-biology teaching.In addition,through questionnaire surveys,conclusions were drawn and lesson plans were prepared for the teaching of art across biology in junior high school.The beginning part is the introduction,which is the basic discussion of this study.Through the reason of choosing the topic and the literature on the concept of "meaningful receptive learning" and interdisciplinary teaching,the current situation of interdisciplinary teaching research at home and abroad is clarified,and the significance of this study and its innovation points are briefly described.In the first part,the proportion of interdisciplinary courses in junior high school textbooks of the People’s Fine Arts Publishing House is examined,and the content of interdisciplinary courses in junior high school art textbooks of the People’s Fine Arts Publishing House is used as an example.By analyzing the percentage and curriculum of interdisciplinary courses in the now generally popular textbooks of the People’s Fine Arts Publishing House,the commonality of interdisciplinary courses is sought.On this basis,we analyze the courses directly or indirectly related to biology in the textbooks of People’s Fine Arts Publishing House,summarize the characteristics,and conclude the final ones.The second part is a questionnaire analysis of the interdisciplinary teaching of art and biology.The question of how to implement interdisciplinary teaching in junior high school art classes in the current educational context is explored.Firstly,the background of the survey and the description of the questionnaire were clarified,and the questionnaire was divided into three parts: teachers,students,and society.The questionnaires were also distributed using the internet and social media,where the teacher and student questionnaires were followed up with communication and interviews respectively.Finally,we drew conclusions and synthesized the analysis to find the commonalities and effective integration of interdisciplinary teaching between art and biology.The third part is the design of interdisciplinary teaching and learning between art and biology in junior high school based on "meaningful receptive learning".In the first chapter,firstly,the obvious limitations of the current interdisciplinary teaching of art and biology in junior high school are clarified,which are divided into the requirements for teachers and the requirements for the curriculum;secondly,the integration methods of the interdisciplinary teaching of art and biology in junior high school based on "meaningful receptive learning" are analyzed.The second is to expand and sublimate the existing teaching materials and to design a joint study with the junior high school biology teaching materials of the Humanities Education Edition;finally,the interdisciplinary teaching design of junior high school art and biology based on meaningful receptive learning by combining thematic courses and outdoor practice courses.The fourth part and the conclusion are the shortcomings or points that need attention in this study and the results of this study.The author reflects on the shortcomings of design and research,and hopes to improve them in future teaching research.In terms of achievements,the acceptance of art cross-biology teaching by junior high school students and the emotional values of stimulating students’ care for the ecological environment were explored.