美国跨学科课程的连续统一体：依据及案例研究  

The Interdisciplinary Courses Continuum in USA: Basis and the Case Studies

作　　者：孙珏[1] 

机构地区：[1]上海师范大学跨学科研究中心编辑,上海200234

出　　处：《外国中小学教育》2013年第4期62-65,50,共5页Primary & Secondary Schooling Abroad

摘　　要：作为美国中学教育的一种重要模式,跨学科课程的关注度越来越高。关于跨学科课程研究的讨论存在的主要问题之一就是缺乏系统的论述,也没有科学的标准和原则。研究者在纽约和加利福利亚州选择了11支跨学科课程团队,用了两年的时间重点观察了三所学校不同年级的三种不同的跨学科课程模式,组成了一个连续统一体,代表了跨学科教学的不同方式、学生认知的活动以及教师的合作关系。这种分类方式与以往有着很大的差异,在理论和实践上都有所突破。As an important mode of secondary education, interdisciplinary courses. One of the main problems of the discussion on the interdisciplinary curriculum studies is the lack of a systematic exposition, there is no scientific standards and principles. 11 interdisciplinary curriculum team selected researchers in New York and California, with a two-year time focusing on observation of different grades three schools in three different modes of interdisciplinary courses, composed of a continuum, represent different ways of interdisciplinary teaching, students＇ cognitive activities, as well as teachers and cooperative relations. This classification has a very different way as in the past, have breakthroughs in theory and practice. From simple correlation to a major restructuring, trying to provide a baseline understanding of interdisciplinary research and signposts.

关 键 词：美国 跨学科课程 连续统一体 

分 类 号：G639.712[文化科学—教育学]