跨学科主题教学:基本内涵、价值向度及设计路径  

Basic Connotation,Value Orientation and Design Path of Interdisciplinary Theme Teaching

作　　者：李序花 冯春艳 马红亮[1] 金云波 LI Xuhua;FENG Chunyan;MA Hongliang;JIN Yunbo

机构地区：[1]陕西师范大学教育学部 [2]嘉峪关市师范附属学校 [3]广东省东莞市教育局教研室,广东东莞523125 [4]信阳师范学院

出　　处：《天津师范大学学报（基础教育版）》2023年第6期1-6,共6页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：国家社会科学基金2022年度教育学国家青年课题“基于大观念的初中跨学科主题课程建设研究”(CHA220291);甘肃省教育科学“十四五”规划2021年度一般规划课题“运用物理模型构建法发展学生科学思维的教学研究——以人教版《生物学》七年级下册为例”(GS2021GHB0687)。

摘　　要：跨学科主题教学是实现教育高质量发展的必然选择,也是培养创新人才的必经之路。跨学科主题教学是基于某一特定主题,设定跨学科教学目标,利用跨学科概念组织不同学科知识,通过任务链的方式展开对复杂问题的探究实践,并对其产生创造性理解,从而形成培育跨学科素养的教学活动。跨学科主题教学一方面可以促进学科融合,推进综合学习;另一方面能够增强实践性学习,促进跨学科理解。研究认为,跨学科主题教学应基于真实情境,设置主题;立足多维视角,明确教学目标;巧借概念统领,建构知识网络;聚焦学习理解,设计实践活动;基于多元理解,设立教学评价。Under the international trend of curriculum integration and practice,interdisciplinary subject teaching should be flourishing.Interdisciplinary subject teaching is the inevitable way to achieve high quality development of education and the only way to train innovative talents.Based on curriculum standards around specific themes,interdisciplinary theme-based teaching is a teaching activity that involves the practice of interdisciplinary inquiry into the setting of a theme and uses different subject knowledge.On one hand,interdisciplinary subject-centered teaching can promote curriculum integration and comprehensive learning;on the other hand,it can help students to enter the curriculum and promote interdisciplinary understanding.The path of interdisciplinary theme-centered instructional design includes five links:theme selection,goal-setting,knowledge construction,learning activity design and teaching evaluation.

关 键 词：跨学科主题教学 基本内涵 价值向度 设计路径 小学科学 

分 类 号：G623.6[文化科学—教育学]