Volume 4,Issue 5
An Exploration of Discipline-Centered Interdisciplinary Practical Teaching in Junior High School Chemistry Under the New Curriculum Standards
Breaking down the barriers of single-subject chemistry teaching is now important for improving the education of introductory chemistry. As a basic subject that connects the comprehension of macroscopic matter with microscopic particle thought, junior high school chemistry is suitable for combination with other subjects such as physics, mathematics, and ethics and law. Based on the chemistry discipline, this paper specifically studies the advantages of tiered teaching in interdisciplinary junior high school chemistry education from five aspects: knowledge construction, cognitive development, ability training, moral education and teacher improvement. It investigates how the STSE educational concept enlarges the range of interdisciplinary practical activities in chemistry, thus offering a pedagogical guide for front-line chemistry teachers to carry out interdisciplinary teaching properly and promote core chemical abilities.
[1] Ministry of Education of the People’s Republic of China, 2022, Compulsory Education Curriculum Framework (2022 Edition). Beijing Normal University Press, Beijing.
[2] Hu JH, Zhang KQ, 2022, Chemistry Education (Chinese and English). Chemistry Education, 43(15): 13–18.
[3] Li MY, 2025, Theoretical Implications and Teaching Models of Interdisciplinary Practical Activities in Chemistry. Chemistry Education (Chinese and English), 46(19): 3–7.
[4] Li KD, Li Y, 2019, Research on Audio-Visual Education. Audio-Visual Education, 40(4): 5–13.
[5] Zhang H, Li M, 2024, Research on the Positioning of Core Disciplines in Middle School Interdisciplinary Teaching. Journal of Basic Education Teaching, 3(2): 18–26.
[6] Wang L, 2025, Defects and Optimization Strategies of Interdisciplinary Teaching in Junior High Science. Educational Innovation Research, 4(3): 45–51.
