构建教师跨学科主题学习共同体:价值意蕴、现实困境与实现理路  

Constructing a Collaborative Community for Interdisciplinary Thematic Learning Among Teachers:Value Implications,Practical Challenges,and Implementation Pathways

作　　者：程龙 CHENG Long(Faculty of Education Science,Sichuan Normal University,Chengdu 610068,Sichuan)

机构地区：[1]四川师范大学教育科学学院,四川成都610068

出　　处：《当代教师教育》2025年第1期69-75,共7页Contemporary Teacher Education

基　　金：四川省教育厅四川师范大学基础教育课程研究中心2023年重点项目(川KZ202301)。

摘　　要：跨学科主题学习的深入落实既要发挥教师个体的主观能动性,也离不开教师群体的协同合作。构建教师跨学科主题学习共同体既是挑战也是机遇,有助于深化落实义务教育课程综合育人功能、塑造稳定的教师跨学科主题学习网络关系和培养提升教师的跨学科教学素养。虽然,构建教师跨学科主题学习共同体意义重大,但是依然困难重重,面临着不同学科教师知识的浅层交互表象、教师个体认知图式的僵化刻板束缚和教师共同体价值观的整合协同之困。为了破解构建教师跨学科主题学习共同体的现实困境,需要注重不同学科知识的深层协同整合,塑造跨学科主题学习交往共同体网络关系和形成职前职后一体化价值理念培养机制。The in-depth implementation of interdisciplinary thematic learning requires both the subjective initiative of individual teachers and the collaborative engagement of the teacher community.Constructing a community of interdisciplinary thematic learning for teachers presents both challenges and opportunities,which helps to deepen the implementation of the comprehensive educational function of the compulsory education curriculum,shape stable interdisciplinary thematic learning network relationships for teachers,and enhance teachers'interdisciplinary teaching competencies.Although establishing such a community is of great significance,it still faces numerous difficulties,including superficial disciplinary knowledge exchange,rigid cognitive schemas among teachers,and difficulties in aligning shared professional values.To overcome these challenges,it is necessary to reintegrate and deeply align interdisciplinary knowledge,establish sustainable networks of interdisciplinary teacher interaction,and develop professional identity-driven value cultivation mechanisms.

关 键 词：跨学科主题学习 共同体 交往共同体 行动者网络理论 

分 类 号：C42[社会学]