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High school biology interdisciplinary teaching and research

Author: NiuWenMiao
Tutor: ZhangYingChun
School: Shaanxi Normal University
Course: Curriculum and Pedagogy
Keywords: High school biology teaching cross-disciplinary teaching Discipline penetration
CLC: G633.91
Type: Master's thesis
Year: 2011
Downloads: 270
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Abstract

The integrated development of modern science and technology trends required the integrated characteristics of courses and teaching in the field of education, requiring students to form an integrated knowledge system, integrated capabilities and comprehensive quality. The development trend of biology and human relations have become closer, but rely solely on single biological discipline can not solve the comprehensive problems that human society is facing, it need comprehensive and integrated knowledge to solve. At present, classroom teaching in China high school is still based on subject, teacher carried out teaching within their disciplinary system and framework, lack of cross-disciplinary integration, analog and communication. Therefore, it is very necessary to develop a study about the intersection between biology and other disciplines, especially chemistry, mathematics, physics and history. In the academic trend of comprehensive development and at the request of development of human society to biology education, high school cross-disciplinary research of biology teaching is particularly essential, with a connecting role.The study summarized content and theoretical basis of cross-disciplinary teaching reviewed relevant literature, explored the necessary and foundation of cross-penetration in high school teaching between biology and other disciplines from three levels, the relation of biology and other disciplines, high school curriculum integration and presentation of cross-disciplinary point in teaching materials, as the PEP required biology textbooks for example to display and analysis the intersection show. Then the study investigated the status of teacher’s cognition and attitude about cross-disciplinary teaching on current high school biology teacher, the results showed:teachers realized that disciplines contacted with each other, and cross-disciplinary teaching had positive impact on the comprehensive ability of students. However, teacher still regarded the difficulties to implement cross-disciplinary teaching, it contained that there is no case for reference, focusing on an integrated and regard the depth of teaching, cross-disciplinary teaching became a mere formality.Aiming to the questions of investigation, based on the content of learning, the study put forward the general mode of operating cross-disciplinary teaching, and divided it into four types:penetration mode, cross pattern, migration pattern and themes teaching. Combined with high school biology teaching practice, the study explored the concrete approaches to carry out cross-disciplinary teaching, providing some references for the first-line high school teachers, and expected it could guide teacher’s cross-disciplinary teaching in practice. Finally, reflecting problems of cross-disciplinary teaching in high school, the study suggested that the key to implement cross-disciplinary teaching is to be sure:Establishing the concept of crossing and penetration, promoting the teacher’s professional competence and improve their basic quality through cross-disciplinary teaching practice; Mastering the relationship between courses learning and cross-disciplinary teaching, to avoid "distracting"; In implementation of the cross-disciplinary teaching, to have the new teaching evaluation criteria.

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