以智慧课堂破除跨学科教学困境的探索  

The Exploration of Overcoming the Dilemma of Interdisciplinary Teaching with Wisdom Classroom

作　　者：王小敏 雷宇 陈婷 汪惟宝 

机构地区：[1]华南师范大学教育科学学院,广东 汕尾 [2]华南师范大学创意设计学院,广东 汕尾

出　　处：《教育进展》2025年第2期12-17,共6页Advances in Education

基　　金：1) 华南师范大学高等教育教学研究和改革项目《基于探究式教学法的艺术理论课程思政策略研究——以〈艺术学概论〉课程建设为例》阶段性成果。2) 华南师范大学汕尾校区课程教学团队《设计概论》阶段性成果。

摘　　要：跨学科教学理念源自20世纪六七十年代的“跨学科运动”,此后经历了不断的发展。各国对跨学科教学理念的研究也日渐深入。我国在2022年新课程改革中对实施跨学科教学做出了明确的规定,以指导学校开展跨学科教学课程。但在实际应用的过程中,慢慢出现了一些困境,例如缺乏进行跨学科教学的资源,教师无法理解学科之间内在的逻辑联系等等,制约着教师的跨学科教学。通过利用智慧课堂中的新型信息技术,例如互联网+、大数据、物联网等,能够为教师提供跨学科教学的资源,帮助教师理解学科之间的内在逻辑,为师生提供及时、高效的互动工具避免教学走向“研究化”倾向,构建常态化的智慧交流平台,破除跨学科教学的困境。The concept of interdisciplinary teaching originated from the “interdisciplinary movement” in the 1960s and 1970s, and has experienced continuous development since then. The research on the concept of interdisciplinary teaching is also deepening in various countries. In the new curriculum reform in 2022, China has made clear provisions on the implementation of interdisciplinary teaching to guide schools to carry out interdisciplinary teaching courses. However, in the process of practical application, some difficulties gradually appear, such as lack of resources for interdisciplinary teaching, teachers cannot understand the internal logical connection between disciplines and so on, which restricts teachers’ interdisciplinary teaching. Through the use of new information technologies in the smart classroom, such as Internet+, big data, Internet of Things, etc., it can provide teachers with interdisciplinary teaching resources, help teachers understand the internal logic between disciplines, provide teachers and students with timely and efficient interactive tools to avoid the tendency of “research” in teaching, build a normal wisdom exchange platform, and break the dilemma of interdisciplinary

关 键 词：跨学科教学 智慧课堂 信息技术 跨学科教学困境 

分 类 号：H31[语言文字—英语]