在课堂教学中,笔者从物理教学与生物教学综合的视角审视我们的课堂,由此引发对课堂教学的“跨界”思考。一、重视物理学科的工具性,树立“大学科”教学观心理学研究表明,人们的智商差异不大,那为什么会出现相当数量的学困生呢?其中原因之一是学困生缺失一定的学习工具。例如,在进行“用光学显微镜观察植物细胞的质壁分离现象”这一实验时,部分学生由于在物理学科的学习中没有很好地掌握光学显微镜的使用,结果在生物实验操作中错误百出; In classroom teaching, the author examines our classroom from the perspective of the combination of physics teaching and biology teaching, which leads to the thinking of “transborder” in classroom teaching. First, pay attention to the instrumentalities of physics disciplines, establish “University subjects ” teaching psychology research shows that people’s IQ is not much difference, then why there will be a considerable number of students learning difficulties? One of the reasons is poor students Lack of certain learning tools. For example, some students did not master the use of optical microscopes in the study of physics as a result of the “Microscopic observation of the plasmolysis phenomenon of plant cells with an optical microscope”, resulting in errors in biological experiments 100