跨学科主题教学的四重判读:何为、所为、难为与可为  

A Fourfold Interpretation of Interdisciplinary Thematic Teaching:Basic Models,Value Implications,Realistic Difficulties and Optimization Strategies

作　　者：卢雪 谢继红 严运锦 LU Xue;XIE Jihong;YAN Yunjin(College of Teacher Education,Tianshui Normal College,Tianshui,Gansu 741000)

机构地区：[1]天水师范学院教师教育学院,甘肃天水741000

出　　处：《湖南第一师范学院学报》2025年第1期65-72,共8页Journal of Hunan First Normal University

基　　金：甘肃省哲学社会科学规划项目“乡村跨学科虚拟名师工作室的建构逻辑与运行机制研究”(2023YB134);天水师范学院创新基金项目“大学生自我控制影响在线学习效果的机制及提升研究”(XCJ2021-10)。

摘　　要：跨学科主题教学是义务教育课程改革倡导的一种新型教学模式,具有单学科主导型、多学科融合型和超学科整合型三种基本模式。跨学科主题教学不仅是培养“完整的人”的育人需要,也是形成“具身认知”的必要环节,同时也是落实“五育融合”的有效载体和践行“减负增效”的调节措施。但在当前义务教育学段的教学中,跨学科主题教学仍存在教师跨学科主题教学观念认知有偏差、教师跨学科主题技能有欠缺以及学校跨学科主题教学条件不充分等难为之困,严重阻碍了跨学科主题教学的有效开展。针对当前跨学科主题教学存在的问题,研究认为应立足学科教学立场,提升教师跨学科认知;强化教师教学技能,提高跨学科教学质量;建立跨学科教研机制,丰富跨学科教学环境。Interdisciplinary thematic teaching represents an innovative instructional approach promoted by the reform of the compulsory education curriculum.This approach comprises three fundamental models,single discipline focus,multidisciplinary integration,and super-disciplinary integration.The significance of interdisciplinary thematic teaching extends beyond the cultivation of well-rounded individuals,it is also essential for the development of“embodied cognition”and serves as a vital mechanism for implementing the“integration of five educations”initiative and the adjustment measure aimed at“reducing burdens and enhancing efficiency”.However,challenges still exist within the current framework of compulsory education,including cognitive biases among teachers regarding interdisciplinary themes,a lack of requisite interdisciplinary skills,and inadequate conditions for interdisciplinary teaching at schools.These issues significantly impede the effective advancement of interdisciplinary thematic teaching.To address these challenges,it is advised that efforts should be made to enhance teachers’understanding of interdisciplinary concepts from a disciplinary perspective,improving their teaching competencies to elevate the quality level of interdisciplinary instruction,and to establish a collaborative teaching and research framework so as to enrich the interdisciplinary teaching environment.

关 键 词：跨学科 主题教学 课程标准 大概念 核心素养 情境 

分 类 号：G420[文化科学—课程与教学论]