新时代跨学科教学的价值旨归、思维转向与实践理路  

Value,Ideological Shift and Practice Path of Interdisciplinary Teaching in the New Era

作　　者：朱德全 彭洪莉 Zhu Dequan;Peng Hongli

机构地区：[1]西南大学西南民族教育与心理研究中心,重庆400715 [2]西南大学教育学部,重庆400715

出　　处：《课程．教材．教法》2024年第6期52-59,共8页Curriculum，Teaching Material and Method

基　　金：2022年度教育部哲学社会科学研究重大课题攻关项目“新时代教育评价改革的实现路径研究”(22JZD046)。

摘　　要：跨学科教学是新一轮课程改革的应然诉求、实然过程和必然结果。跨学科教学以整全育人为价值旨归,具体涵括三重价值,即以倒逼跨学科课程整合为跨学科教学的“结构性”价值、以牵引跨学科主题学习为跨学科教学的“实践性”价值和以形塑学生的核心素养为跨学科教学的“迁移性”价值。然而,教师在胜任跨学科教学、指导学生跨学科主题学习上面临跨学科课程设计、跨学科教学协同、跨学科教学评价三大现实挑战,由此呼唤从分立式割裂思维到关系式整合思维的课程思维转向、从点状式分析思维到整体式综合思维的教学思维转向、从结果式测验思维到过程式循证思维的评价思维转向。为此,跨学科教学亟待着力开发跨学科教学课程资源、打造跨学科教学智慧空间和建设跨学科教学师资队伍,以供给教师跨学科教学载体、夯实教师跨学科教学能力和促进学生跨学科主题学习。Interdisciplinary teaching in the new era is the demand,process and result of the new round curriculum reform.It aims to educate people comprehensively,which includes three values,namely,the structural value of integrating interdisciplinary curriculum into interdisciplinary teaching,the practical value of driving interdisciplinary thematic learning into interdisciplinary teaching,and the transferable value of shaping students'core competency into interdisciplinary teaching.However,teachers are faced with the practical challenges of interdisciplinary curriculum design,teaching collaboration,and teaching evaluation in terms of carrying out interdisciplinary teaching and guiding students'interdisciplinary thematic learning,calling for the shift from discrete and fragmented thinking to relational and integrated one,from point-like analytical thinking to holistic and comprehensive one,and from result-based test thinking to process-based evidence-based one.Therefore,interdisciplinary teaching should focus on the development of interdisciplinary teaching curriculum resource,the creation of interdisciplinary teaching wisdom space,and the construction of interdisciplinary teaching faculty,so as to provide teachers with carriers,consolidate teachers'competence and promote students'thematic learning.

关 键 词：新课程改革 跨学科教学 跨学科主题学习 

分 类 号：G42[文化科学—课程与教学论]