Research on the Current Situation of Interdisciplinary Teaching in Middle School Chemistry Under the Background of New Engineering
Environmental Catalysis and Clean Technology Research and Innovation Center, Shijiazhuang Key Laboratory of Low Carbon Energy Materials, School of Chemical Engineering, Shijiazhuang University, Shijiazhuang 050035, China
| Abstract: | Under the guidance of the new engineering education concept, this study focuses on the current situation of interdisciplinary teaching in middle school chemistry. Firstly, by combing relevant literature, this study deeply discusses the theoretical basis of interdisciplinary teaching of chemistry in middle schools, and the current status and progress of relevant research at home and abroad were sorted out. The research aimed to explore the feasibility of integrating chemistry with multiple fields such as humanities and sciences in teaching, and its profound significance in the context of new engineering. Then, through the form of questionnaire, the field investigation of chemistry teachers in middle school was conducted, so as to deeply understand the attitude of teachers towards the interdisciplinary teaching of chemistry and the development of teachers' interdisciplinary teaching. Finally, based on the research data, this paper further analyzes the current implementation status of interdisciplinary chemistry teaching in middle schools, pointing out that interdisciplinary teaching not only demonstrates good teaching and educational value, achieves effective integration between disciplines, but also promotes the improvement of students' knowledge system. This article aims to provide practical guidance and theoretical support for the effective implementation of interdisciplinary teaching in middle school chemistry, and promote the innovative development of chemistry education in the new era of engineering. |
| Keywords: | New Engineering; Middle School Chemistry; Interdisciplinary Teaching; Current Situation; Implementation Strategy |
| DOI: | 10.57237/j.edu.2024.06.001 |
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Received: 15 July 2024
Accepted: 18 September 2024
Published Online: 26 October 2024
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