Practical Research On Cross-penetration Teaching Of Highschool Biology And Chemistry From The Perspective Of Big Concept

In the era of artificial intelligence,mastering a large number of "expert conclusions" no longer meets the needs of the era for talents.In the face of challenges,international science education experts suggest that science education should be based on big concepts to help students build big concepts of disciplines,and then promote the development of interdisciplinary concepts,with a view to cultivating talents with innovative consciousness and rational decision-making ability.At present,China implements divided teaching,and the various subjects are separated from each other.It is difficult for students to connect the knowledge of various subjects.For biology,this affects the construction of biological concepts and the formation of interdisciplinary concepts.It is not conducive to the development of students’ thinking,and it is also not conducive to students solving problems encountered in real life.In view of the lack of specific implementation paths for large-concept concepts in front-line teaching,and the interdisciplinary infiltration teaching is conducive to the construction of large concepts,this study attempts to carry out "fusion transformation" and conduct teaching practice research on biological osmotic chemistry from the perspective of large-concept concepts.Firstly,the research methods and research content were determined by consulting the relevant literature.Secondly,the questionnaire survey was conducted to understand that students have a positive attitude towards interdisciplinary infiltration teaching and are willing to try to penetrate chemical knowledge in biology classrooms;At the same time,through interviews with teachers,it was found that front-line biology teachers have a little understanding of cross-penetration teaching,and occasionally try this teaching method,but the purpose is insufficient and there is a lack of specific operation paths in the preparation process.In view of the above problems,taking the compulsory 1 of high school biology as an example,combined with the big concept system in the high school biology curriculum standards,the chemical knowledge contained in it is sorted out,and the preparation process of biological osmosis chemistry from the perspective of the big concept is proposed:(1)clarify the big concept system based on the biology curriculum standards,and grasp the course content as a whole from the big concept;(2)analyze the selected cross-penetrating content through multiple channels;(3)analyze the existing knowledge structure and psychological state of students;(4)Write the teaching design of interdisciplinary penetration.The above course preparation process is used to prepare the course of biological osmotic chemistry from the perspective of the big concept,and the teaching practice of biological crossosmosis chemistry is carried out in the practice class.The experimental class conducts interdisciplinary penetration teaching from the perspective of big concept,and the control class is consistent with the experimental class except for the impermeable chemical knowledge,and the impact of constructing big concepts through penetration chemical knowledge in biology on students’ biological learning effect and academic development is examined.The second chapter of conceptual knowledge was tested in the experimental class and the control class,and the results of both classes improved significantly in terms of average score,and the average score of the experimental class was higher than that of the control class.Interviews with students after class found that infiltrating chemistry knowledge in biology helped them think about problems and construct concepts from a multidisciplinary perspective,while increasing their interest in biology.In summary,the following conclusions are drawn: it is necessary to infiltrate chemical knowledge in the process of biology teaching to guide students to construct large concepts;It is feasible to build big concepts as an anchor for classroom teaching and the process of interdisciplinary lesson preparation.Carrying out "integrated transformation" and integrating big concept concepts into interdisciplinary teaching will help optimize students’ conceptual system and promote the improvement of students’ core literacy.