新课标导向下跨学科主题学习如何开展:基本思路与操作模型

How to Implement Interdisciplinary Thematic Learning Based on the Compulsory Education Curriculum Standards: General Guideline and Operational Model

跨学科主题学习是新课标修订的一大亮点,对于打破学科藩篱、实现课程的综合化和实践化具有重要意义。将课标涉及的16门学科按照自然科学和人文社科划分为两大领域类别,从目标、内容、实践、评价四个维度梳理跨学科主题学习的要求和规律,由此提炼出基础教育学段开展跨学科主题学习的基本思路:在学习目标上,以核心素养为纲,体现为“双基—学科思维—高阶素养”三个递进层次;在学习内容上,跨学科主题源于社会生活情境和三大文化议题,确定主题后可通过大概念对学习内容进行整合;在跨学科实践上,以问题链和任务簇为锚点开展项目式学习,致力于问题解决;在学习评价上,评价内容关注核心素养的发展水平,强调在真实情境中开展多元评价。为了让跨学科主题学习在实践领域真正落地生根,一线教师可以参照以大概念为基础的跨学科主题学习“C-POTE”模型,即以“概念群→问题链→目标层→任务簇→证据集”为核心来设计和组织教学。该模型不仅强调以驱动性问题促进学生对大概念的深层理解,重视教师对实践活动的参与和引导,同时也注重在教学开展过程中贯穿可操作性评价,为教师实施跨学科主题学习提供切实指引。

Interdisciplinary thematic learning is one of the highlights of the revision of the new curriculum standard,which is of great significance for breaking down subject barriers and realizing the integration and practice of the curriculum. The 16 disciplines involved in the curriculum standard are divided into two categories according to natural sciences and humanities and social sciences, and the requirements and laws of interdisciplinary thematic learning are sorted out from the four dimensions of goal, content, practice and evaluation, so as to extract the basic ideas of interdisciplinary thematic learning in the basic education section as follows. In terms of learning objectives, core literacy is the outline, which is reflected in three progressive levels of“double base-subject thinking-advanced literacy”. In terms of learning content, interdisciplinary themes originate from social life situations and three major cultural issues, and the learning content can be integrated through big concepts after determining the theme. In the interdisciplinary practice,project-based learning is carried out with problem chains and task clusters as anchors, aimed at problem solving. In terms of learning evaluation, the evaluation content focuses on the development level of core competencies and emphasizes multiple evaluations in real situations. In order to make interdisciplinary thematic learning truly take root in the practical field, we summarized the“C-POTE”model, that is, the“conceptual group→ problem chain→ target layer→ task cluster→ evidence set”as the core to carry out teaching. This model not only emphasizes students’ deep understanding of big concepts by the driven problems, but also pays attention to teachers’ participation and guidance in practical activities,and at the same time emphasizes integrating operational evaluation throughout the learning process, in order to provide guidance for teachers to implement interdisciplinary thematic learning.