跨学科主题学习:课程话语自主建构的一种尝试  

Interdisciplinary Thematic Learning:An Attempt to Construct the Curriculum

作　　者：崔允漷[1] 郭洪瑞 Cui Yunhuo;Guo Hongrui(Institute of Curriculum and Instruction(Key Research Institute in University),East China Normal University,Shanghai 200062;the Chinese Education Modernization Research Institute,Hangzhou Normal University,Hangzhou 311121)

机构地区：[1]教育部人文社会科学重点研究基地华东师范大学课程与教学研究所,上海200062 [2]杭州师范大学中国教育现代化研究院,杭州311121

出　　处：《教育研究》2023年第10期44-53,共10页Educational Research

基　　金：教育部人文社会科学重点研究基地华东师范大学课程与教学研究所2022年度重大项目“中国基础教育课程改革的话语体系研究”(编号:22JJD880027)的研究成果

摘　　要：跨学科主题学习是义务教育新课程的核心概念,既是亮点又是难点,但它是一个多义词,亟须厘清。在新课程改革语境下,跨学科主题学习的内涵是指以主题学习的方式实现跨科目教学,以培育学生综合性的核心素养。在实际操作中,跨学科主题学习可以划分为两种类型:“科目A跨科目B”型与“科目A跨科目B+”型。跨学科主题学习的四个关键特征表现为以科目之跨为起点,以主题整合为抓手,以实践学习为路径和以素养培育为旨归,强调了其科目学习的逻辑起点,观照了学习内容组织的变革,凸显了核心素养导向下学习革命的表征。从实践策略看,跨学科主题学习应注重实施单元化,以单元作为设计实施的单位和载体;应注重主题意义化,建构有意义的综合性主题;应注重内容结构化,开展指向整合的内容选择与组织;应注重学习实践化,推进知行合一的学习方式变革;应注重评价表现化,嵌入表现性评价变革传统评价方式。As the core concept of the new curriculum of compulsory education,interdisciplinary thematic learning is both a highlight and a difficulty;however,it is a polysemous term that needs to be clarified urgently.In the context of the new curriculum reform,the connotation of interdisciplinary thematic learning indicates interdisciplinary learning through thematic learning so as to cultivate students'comprehensive core competencies.In terms of practical operation,interdisciplinary thematic learning can be divided into two types:the type of Subject A crossing Subject B,and the type of Subject A crossing Subject B+.Interdisciplinary thematic learning has four key characteristics:starting from the cross-subject approach,focusing on theme-based integration,taking the path of practical learning,and aiming at competence cultivation.It emphasizes the logical starting point of subject learning,heeds the changes in the organization of learning content,and highlights the characterization of the learning revolution under the guidance of core competencies.From the perspective of practical strategies,interdisciplinary thematic learning should focus on implementing the unit-based approach,and use units as the carrier of instructional design and implementation;lay stress on utilizing the significance of the theme,and construct meaningful and comprehensive themes;attach importance to the construction of content,and select and organize integration-oriented content;lay emphasis on learning by practice,and promote the reform of learning methods that integrate knowledge and action;and place much importance on the assessment of learners'performance,and embed performance-based assessment to transform traditional assessment methods.

关 键 词：跨学科主题学习 综合学习 核心素养 课程话语 

分 类 号：G632.3[文化科学—教育学]