面向青少年持续性动机提升的跨学科学习课堂特征分析  

The Analysis of Classroom Characteristics of Interdisciplinary Learning for Enhancing Adolescents’Continuing Motivation

作　　者：苏瑞 陈思睿[2] SU Rui;CHEN Sirui(Guangxi Normal University,Guilin Guangxi 541004;Beijing Normal University,Beijing 100875)

机构地区：[1]广西师范大学,广西桂林541004 [2]北京师范大学,北京100875

出　　处：《现代远距离教育》2025年第1期88-96,共9页Modern Distance Education

基　　金：广西教育科学“十四五”规划2024年度委托重点课题“广西乡村中小学教师国家课程跨学科教学能力提升策略研究”(编号:2024AA17)。

摘　　要：随着社会的不断发展,面向未来的教育需要更加注重人才培养的多元性与个体能力的综合性。开展跨学科学习与实践不仅有利于青少年核心素养与关键能力的培养,更是促进学生形成终身学习观、构建学习型社会的有效路径之一。然而在真实的跨学科学习过程中,知识运用的综合性与探究过程的开放性为青少年带来了一定的挑战,导致其跨学科学习的持续性动机往往难以维持。本研究基于新型建构主义学习等理论,通过问卷法、课堂观察法、访谈法以及案例研究法,探究并提炼出有利于青少年持续性动机提升的跨学科学习课堂特征。研究结果表明,面向青少年持续性动机提升的跨学科学习课堂具有情境生活化、知识具象化、探究逻辑化、资源个性化、评价多元化和过程数字化六类特征。With the continuous development of society,education oriented toward the future needs to place greater emphasis on the diversity of talent development and the comprehensiveness of individual capabilities.Implementing interdisciplinary learning and practice not only facilitates the cultivation of adolescents’core competencies and key abilities but also serves as an effective pathway to promote the formation of a lifelong learning perspective and the construction of a learning-oriented society.However,in the actual process of interdisciplinary learning,the comprehensive application of knowledge and the open-ended nature of inquiry pose certain challenges for adolescents,often making it difficult to sustain their motivation for interdisciplinary learning.Based on theories such as new constructivist learning,this study sequentially employs questionnaire surveys,classroom observations,and interviews to explore and distill the characteristics of interdisciplinary learning classrooms that enhance adolescents’sustained motivation.The findings indicate that interdisciplinary learning classrooms designed to boost adolescents’sustained motivation exhibit six key features:contextualization to real-life situations,concretization of knowledge,logical structuring of inquiry,personalization of resources,diversification of evaluation,and digitization of the process.

关 键 词：跨学科学习 青少年 持续性动机 课堂特征 

分 类 号：G43[文化科学—教育学]