跨学科主题学习:从形式创新到意义建构  

Interdisciplinary Thematic Learning:From Formal Innovation to Meaning Construction

作　　者：郑玉飞[1] 张冉 ZHENG Yufei;ZHANG Ran(School of Education Science,Shanxi University,Shanxi,Taiyuan 030006)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《湖南第一师范学院学报》2024年第3期69-75,82,共8页Journal of Hunan First Normal University

基　　金：河北省社科基金项目“建国七十年我国课程政策中课程方案变迁研究”(HB19JY011)。

摘　　要：当前跨学科主题学习存在教学形式创新而意义缺失的问题,深究其因,“失衡性”学习目标、“拼盘式”学习内容、“浅表化”学习过程以及“虚假性”学习评价的形式主义误区是主要根源。意义建构是促使教学形式创新深化的有效途径,具体而言,意义建构对培养个体的情境感知能力、提升知识理解的自觉性、增强问题解决能力以及强化生命觉醒意识有着显著作用。为此,需要把握系统化的意义建构实践路径,以唤醒学生对跨学科情境的积极体验为起始点,通过激发学生对跨学科知识内容的意义理解,彰显学生跨学科思维应用的过程,帮助学习者在求知与反思中自觉提升跨学科素养与能力。Interdisciplinary thematic learning currently presents a situation of innovative teaching forms but lack of meaning.An in-depth investigation shows that the“imbalanced”learning objectives,“sliced”learning content,“superficial”learning process and“false”learning evaluation of formalism are the main causes.Meaning construction is an effective way to promote the deep innovation in teaching.Specifically,meaning construction plays a significant role in cultivating the individual’s ability to perceive the situation,enhancing the consciousness of knowledge comprehension,strengthening the ability of problem solving,and reinforcing the awareness of life awakening.In this regard,taking awakening students’positive experience of interdisciplinary situations as a starting point,it is necessary to grasp the systematic practical path of meaning construction through activating students’meaningful understanding of interdisciplinary knowledge,showing the process of applying interdisciplinary thinking,and helping learners to consciously improve their interdisciplinary literacy and competence in the process of seeking knowledge and reflecting on it.

关 键 词：跨学科主题学习 形式创新 意义建构 

分 类 号：G420[文化科学—课程与教学论]