摘要
跨学科教学是学校课程改革中的一个挑战性的问题,目前虽然已经在实践领域展开,但许多基础性的问题并没有得到应有的解决。从过往的改革中可以发现,许多教学理念从热火朝天到偃旗息鼓,并不完全是因为操作层面的技术短缺,而是从始至终都没能对一些基本问题进行澄清。为了使教师形成对跨学科教学的系统理解,并使跨学科教学实践得以可持续推进,从认识论维度,应借助教育的智慧,寻求有效的教学途径,把分科知识加以统合;从方法论维度,应借助项目化学习和主题式学习将跨学科教学落到实处;从实践论维度,应为各学科教师提供可用于跨学科教学的“主题”和“项目”集,并提供样例,使跨学科教学理念落地。
Interdisciplinary teaching is a challenge in school curriculum reform.Although it has been developed in practice,many fundamental problems have yet not been solved.Drawn from past reforms,it has discovered that some hot teaching concepts had vanished into thin air,not because of the technical shortage at the operational level,but its failure of clarifying some basic issues from the beginning to the end.In order to enable teachers to form a systematic understanding of interdisciplinary teaching,and to advance the sustainable development of interdisciplinary teaching,it is necessary to take actions from the following three dimensions:epistemology,methodology and theory of practice.From the dimension of epistemology,we should utilize the wisdom of education to seek effective teaching methods and integrate the knowledge of various subjects.From the dimension of methodology,we should put interdisciplinary teaching into practice via project-based learning and thematic learning.From the dimension of practice theory,we should provide teachers with sets of"themes"and"projects"that can be used for interdisciplinary teaching,as well as some examples,making the interdisciplinary teaching concept a reality.
作者
刘庆昌
LIU Qingchang(College of Education Science,Shanxi University,Taiyuan Shanxi 030006,China)
出处
《北京教育学院学报》
2024年第1期50-55,共6页
Journal of Beijing Institute of Education
关键词
跨学科教学
认识论
方法论
实践论
interdisciplinary teaching
epistemology
methodology
practice theory