知识发生学视角下跨学科主题学习:理论框架与实施策略  

Interdisciplinary Thematic Learning from the Perspective of Knowledge Generation:Its Theoretical Framework and Implementation Strategies

作　　者：卓晓孟 Zhuo Xiaomeng(Shanghai Normal University)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《当代教育科学》2025年第1期36-44,共9页Contemporary Education Sciences

基　　金：“中国博士后基金第74批面上资助项目”(项目编号:2023M742375);“国家资助博士后研究人员计划”(项目编号:GZC20231683)的研究成果之一。

摘　　要：当前,跨学科主题学习呈现出知识综合“静态化”,包括课程的内容综合与系统综合的割裂、“知用一体”综合视域的缩短,以及缺失综合认知的进阶性和复杂性。从知识发生学视角讲,跨学科主题学习应基于学科课程,由内容整合转向课程系统整合,以“重要观念”为基点进行跨学科整合,以及以选择、转化与建构为逻辑实现学习者的人格整合。跨学科主题学习的理论框架包含以主题和观念统整跨学科知识、通过跨学科知识建构问题解决模型、以课程的失序扩充知识整合空间、以知识的进阶整合发展人的智慧。在跨学科主题学习的设计策略上,主题设计要关联学科逻辑和认知逻辑;目标设计要注重共时性和历时性的线索;任务设计要注重任务进阶性和类型化;活动设计要注重活动延展性与具体形态;评价设计体系应由价值判断、多元理解、进阶建构、创造性成果的指标构成。Currently,Interdisciplinary thematic learning leads to a“static orientation”of knowledge synthesis,including the separation of content synthesis and method synthesis,the shortening of the“knowledge application integration”comprehensive perspective,and the lack of advanced and complex comprehensive cognition.Based on the theory of knowledge generation,we should guide interdisciplinary thematic learning to be based on subject curriculum,and shift from content integration to curriculum system integration,with a focus on“important concepts”as the foundation for interdisciplinary deep integration and personality integration based on logic of selection,transformation,and construction.The theoretical framework of interdisciplinary thematic learning includes integrating interdisciplinary knowledge with themes and concepts,constructing problem-solving models through interdisciplinary knowledge,expanding knowledge integration space through curriculum disorder,and developing human intelligence through advanced integration of knowledge.In terms of design strategy,theme design should be related to disciplinary logic and cognitive logic;Goal design should focus on both synchronic and diachronic cues;Task design should focus on the advancement and typification of tasks;Event design should focus on the scalability and specific forms of the event;The evaluation design system should consist of indicators such as value judgment,diverse understanding,advanced construction,and creative outcomes.

关 键 词：中小学跨学科主题学习 知识发生学 动态化跨学科认识 跨学科知识结构与运用 

分 类 号：G63[文化科学—教育学]