跨学科主题教学的内涵、困境与突破  

The Connotation,Dilemma and Breakthrough of Interdisciplinary Theme-based Teaching

作　　者：任学宝[1] Ren Xuebao(Department of Education and Research of Zhejiang Province,Hangzhou Zhejiang 310012,China)

机构地区：[1]浙江省教育厅教研室,杭州310012

出　　处：《课程．教材．教法》2022年第4期59-64,72,共7页Curriculum，Teaching Material and Method

摘　　要：跨学科主题教学是在坚持学科立场的基础上打破学科界限,以主题为媒介,通过问题导向的整体设计与实施,促进学生全面发展的教学理念与实践。跨学科主题教学在实践上存在领导困境、观念困境和实施困境。突破这些困境,需要从学理上厘清跨学科主题教学的内涵与价值,揭示跨学科主题教学的现实困境,从课程领导、教师思维、教学创新、组织情境等方面提出对策,以提升跨学科主题教学的质量与学科综合育人的成效。Interdisciplinary theme-based teaching is a teaching concept and practice that considers the“interdisciplinarity”of teaching perspectives and the“thematic integration”of teaching modes,and breaks the boundaries of disciplines on the basis of adhering to disciplinary positions.It is a teaching concept and practice that promotes the overall development of students through problem-oriented design and implementation.The interdisciplinary theme-based teaching is gradually regarded as a reasonable and feasible way for schools to effectively implement the national curriculum,but in practice there are still leadership dilemma,conceptual dilemma and implementation dilemma.To breakthrough the dilemmas,we should clarify the connotation and value of interdisciplinary theme-based teaching from the theoretical point of view,reveal the real dilemma of interdisciplinary theme-based teaching,propose countermeasures in terms of curriculum leadership,teachers’thinking,teaching innovation and organizational context,improve the quality and effectiveness of interdisciplinary theme-based teaching.Therefore,we can break through the boundary between policy ideals and reality,so as to maximize the effectiveness of integrated education of subjects.

关 键 词：跨学科主题教学 跨学科教学 主题教学 综合育人 

分 类 号：G42[文化科学—课程与教学论]