Interdisciplinary integration perspective on high school chemistry teaching design and practice—taking "Galvanic Cells" as an example
跨学科融合视角下的高中化学教学设计与实践——以“原电池”为例

摘要

在分科教学的背景下，跨学科融合教学的开展能够有力促进学科间的交流与融合，有助于学生形成系统的知识框架，培养跨学科思维和实践能力，对于提升教育质量和培养复合型人才具有深远影响。基于现状分析，以人教版高中化学必修二第二章“化学能与电能”的第一课时“原电池”教学为例，在S市某高中高二两个平行班开展为期1课时的课堂实践，实验班实施跨学科融合教学设计，对照班采用常规教学。通过课堂参与度记录、课堂练习正确率统计及课后半结构化访谈进行三角互证。结果显示，实验班在课堂互动频次与知识迁移表述方面更为突出，学生对‘化学能—电能转化’理解更完整。据此提出教材融合点挖掘、情境化设计、跨学科引导与资源整合等策略。

Abstract

In the context of subject-based teaching, interdisciplinary integration teaching can effectively promote interdisciplinary communication and integration, help students form a systematic knowledge framework, cultivate interdisciplinary thinking and practical abilities, and has a profound impact on improving the quality of education and cultivating compound talents. Based on the current situation analysis, this study takes the first lesson of "Galvanic Cells" in Chapter 2 of the compulsory high school chemistry textbook (People's Education Press) as an example. A one-lesson classroom practice was conducted in two parallel classes of Grade 11 students in a high school in City S. The experimental class implemented an interdisciplinary integration teaching design, while the control class used conventional teaching. Triangular verification was conducted through classroom participation records, classroom exercise accuracy statistics, and semi-structured interviews after class. The results showed that the experimental class excelled in classroom interaction frequency and knowledge transfer expression, and students demonstrated a more complete understanding of the 'chemical energy-electrical energy conversion'. Based on this, strategies such as identifying integration points in the textbook, contextualized design, interdisciplinary guidance, and resource integration are proposed.