跨学科课程开发的理念导向、逻辑框架和实践向度:来自IB课程的启示  

The Concept Orientation,Logical Framework and Path Dimension of Interdisciplinary Curriculum Development:Inspiration from the IB Curriculum

作　　者：王晶莹 杜蕾[1] 干沈成 盖立春[2] WANG Jingying;DU Lei;GAN Shencheng;GAI Lichun(Faculty of Education,Beijing Normal University,Beijing 100875,China;Department of Elementary Education,Hebei Normal University,Shijiazhuang 050024,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]河北师范大学初等教育系,河北石家庄050024

出　　处：《外国教育研究》2024年第12期16-29,共14页Studies in Foreign Education

基　　金：国家社会科学基金“十四五”规划2021年教育学一般课题“基于拔尖创新人才培养的我国中小学生科学素养评价指标体系构建研究”(项目编号:BHA210153)。

摘　　要：国际文凭组织的跨学科IB课程将学生个体特质作为课程开发基石,通过学科特性的独立与融合促进学生的学习本质理解,设计递进与拓展的主题探究实现学生的深度学习和高阶思维发展。IB课程在开发过程中围绕概念驱动的跨学科主题构建课程情境,采用“探究-行动-反思”为线索脉络的多轮迭代教学模式,利用多模态资源支持全球范围的协同知识创生。为强化跨学科课程开发在实践中的持续性发展,IB课程在教师培育上注重课程开发者的跨学科素养,课程质量监测依托多层次、动态发展的评价体系,管理制度上提倡分布式领导力下的群体协作建设。Interdisciplinary curriculum development has become a focal point of educational reform in China,yet significant challenges remain in addressing the critical questions of"why"and"how"to integrate disciplines.The International Baccalaureate(IB)program's interdisciplinary curricula have gained widespread recognition globally for effectively promoting students'deep understanding of knowledge and enhancing their comprehensive competencies.This study uses the IB program as a reference to interpret the ideological orientation underlying its interdisciplinary approach comprehensively.It analyzes the logical framework from three dimensions:creating course contexts,innovating teaching models,and transforming learning methods.Furthermore,it extracts key practical dimensions,including cultivating outstanding teachers,quality control of courses,and institutional management support,to provide practical and feasible references for interdisciplinary curriculum development in China.

关 键 词：跨学科课程开发 IB课程 理念导向 逻辑框架 

分 类 号：G423[文化科学—课程与教学论]