从立场出发:跨学科主题教学的可为与能为  

From the Standpoint:the Possibility and Capability of Interdisciplinary Subject Teaching

作　　者：肖羽洪 XIAO Yu-hong(Chongqing Normal University,Chongqing 401331,China)

机构地区：[1]重庆师范大学,重庆401331

出　　处：《齐齐哈尔高等师范专科学校学报》2025年第1期119-122,共4页Journal of Qiqihar Teachers College

摘　　要：新课程改革背景下,跨学科主题教学其以别具一格的特色在各类教学模式中脱颖而出,它的思想迸发基础值得追溯,“两个超越”的价值意蕴值得探寻。它并不是建立在摆脱学科立场和学生立场之上,而是以二者为依据,并以此走向整合式发展。在剖析其“何以可为”理论优势的基础之上,提供其“何以能为”的践行之道,基于现实问题和本质问题来开展跨学科主题教学,为防止出现蜻蜓点水、浅尝辄止的跨学科主题教学实践提供参考价值,为教师的教学认知从浅层次走向深层次、教学实践从特殊性走向普遍性提供理论指导意义。Under the background of the new curriculum reform,interdisciplinary theme teaching stands out in all kinds of teaching modes with its unique characteristics,the thought burst foundation is worth tracing,and the value implication is worth exploring.It is not based on getting rid of the disciplinary position and the student position,but on the basis of both,and thus towards integrated development.On the basis of analyzing the theoretical advantages of“why can be done”,this paper provides the practice method of“what can be done”,and carries out interdisciplinary theme teaching based on realistic and essential problems,so as to provide reference value for preventing the cross-disciplinary theme teaching practice from skimming and skimming.It provides theoretical guiding significance for teachers'teaching cognition from shallow level to deep level and teaching practice from particularity to universality.

关 键 词：跨学科主题教学 思想迸发基础 学科立场 学生立场 

分 类 号：G42[文化科学—课程与教学论]