A:

Take the case of Rainbow Junior High School to illustrate: Rainbow Junior High School designed a three-stage curriculum lesson plan, with art class as the precursor course for two classes → aesthetics integrated into two classes of biology class → art and biology teachers co-taught one class.

In principle, the curriculum and lesson plans should be coherent, and all useful subjects should be written in. This will also make it easier for other teachers to clearly understand when sharing lesson plans in the future. Therefore, whether developing lesson plans or implementing course hours, you can Match the time and content with each other and present the three courses completely.

Based on the three-stage curriculum design of Rainbow Junior High School, this has formed a complete teaching plan and is acceptable; the premise is that the goal of cross-disciplinary integration of art and biology subjects can be achieved. But ideally, it is best for these three classes to be taught collaboratively by two teachers. It is hoped that teachers from different disciplines can interact, dialogue and collaborate in the classroom to demonstrate the spirit of cross-field learning.

Two other things to note: (1) In the first preparatory course for art class, it would be ideal if the teaching resources that art can provide for biology subjects can be introduced, and the connection between art and biology can be emphasized to enhance students' learning motivation. 2) If the second and third lessons can guide students to conduct aesthetic reflections (or artistic expressions) on the subject of biology, and use the resulting aesthetic experience to deepen their understanding of the subject, it will meet the program requirements; It would be even more exciting if the theme is combined with students' life experiences and through art learning so that students can use artistic language to express their concerns about life issues.