新课标背景下的跨学科学习:内涵、设置逻辑、实践原则与基础

Interdisciplinary Learning under the Background of New Curriculum Standards: Connotation, Setting Logic, Practice Principles and Foundations

义务教育新课标中突出强调了跨学科学习,旨在强化课程协同育人功能,培养学生的核心素养。但目前我国仍有许多中小学教师对跨学科学习的认识还不充分,难以开展有效的实践。为此,文章首先通过内容分析,从跨学科学习的定义及特征两方面阐述新课标背景下跨学科学习的内涵,并从素养表现、学科逻辑、内容承载、学习路径和学业质量五个闭环环节分析跨学科学习的设置逻辑。然后,文章依据跨学科学习的设置逻辑提出实践跨学科学习的三条原则。最后,文章从教师发展、教学资源、教学方法、教学评价四方面探究跨学科学习的实践基础,以期为落实跨学科学习提供理论与实践参考。

Interdisciplinary learning is emphasized in the new curriculum standard of compulsory education, which aims to strengthen the collaborative nurturing function of the curriculum and foster students’ core competency. However, there are still many primary and secondary school teachers in China who are not sufficiently aware of interdisciplinary learning to carry out effective practice. Therefore, through content analysis method, this paper firstly elaborated the connotation of interdisciplinary learning under the background of new curriculum from two aspects of definition and characteristics of interdisciplinary learning and further analyzed the setting logic of interdisciplinary learning from five closed loops of competency performance, subject logic, content load, learning path, and academic quality. Then, this paper proposed three principles for implementing interdisciplinary learning based on the setting logic of interdisciplinary learning. Finally,the practical basis of interdisciplinary learning was explored from four aspects of teacher development, teaching resources, teaching methods, and teaching evaluation, in order to provide theoretical and practical guidance for the implementation of interdisciplinary learning.