Research on Interdisciplinary Progressive Questioning Teaching Focused on Core Disciplinary Literacy: A Case Study of the Law of Conservation of Mass in “The Song of the Red Cliff”

Abstract

This study examines the cultivation of students’ core competencies across various disciplines and investigates the knowledge background in relation to classroom learning environments. Utilizing the layered questioning teaching method, the study aims to foster an interdisciplinary, innovative learning environment for students. The primary focus is junior high school chemistry instruction, specifically the teaching of the “Law of Conservation of Mass.” By employing “The Song of the Red Cliff” as the learning context, the study integrates knowledge from the realms of Chinese literature, physics, and chemistry, facilitating an inclusive classroom teaching strategy. This approach not only enriches students’ interdisciplinary thinking but also enhances their learning capabilities. The findings offer invaluable insights for middle school educators seeking to improve student learning outcomes.