论物理课程与语文课程科际整合的可能与限度  

Possibillity and Limitation of Curriculum Interdisciplinary Integrationof Physics and Chinese

作　　者：张恩德[1] 

机构地区：[1]广东嘉应学院物理与光信息科技学院

出　　处：《教育学术月刊》2013年第4期69-73,共5页Education Research Monthly

基　　金：广东省教育科学"十一五"规划2010年度课题"中学物理课程与其他主干课程的相互整合研究"的成果之一(2010tjk327);教育部人文社会科学研究规划基金项目"传承与融通:百年小学语文教材的文化功能研究"(09YJA880054)的成果

摘　　要：课程改革深化、科学与人文融合期待物理课程与语文课程科际整合,厚重的国学文化、共同的价值追求、共通的生活经验为科际整合提供了可能。实现科际整合需要合理配置教材结构,优化教材选文或案例;精心设计整合视点;开发课程资源,搭建整合平台。然而,课程的工具性束缚了整合的形式与深度;素材的功能限制了材料的撷选;教材内容与学生心理失配制约了整合效果。Interdisciplinary integration forms are urgently needed in the curriculum reform.The integration of science culture with humanities culture needs the integration of physics curriculum and the chinese curriculum.The classic national studies culture,the shared value pursuition and the common living experiences provide the possibility for the interdisciplinary integration of the two courses.To achieve the interdisciplinary integration,it is required to scheme teaching material structure reasonably and to optimize the article or cases of the teaching material;to elaborate curriculum integration point;to exploit the curriculum integration of resources and to build up the curriculum integration platform.However,in reality,the instrumentality of the curriculum shackles the formation and depth of curriculum integration;the function of the material limites the selection of the materials;the misalignment between the teaching material and students psychology restricts the curriculum crossover and integration effection.

关 键 词：物理课程 语文课程 课程整合 

分 类 号：G424[文化科学—课程与教学论]