跨学科主题学习的水平分析与深化策略

The Level Analysis and Deepening Strategy of Interdisciplinary Thematic Learning

跨学科主题学习已成为核心素养时代育人方式变革的突破口和切入点,但在实践中存在“跨而不合”“合而不深”等现象,需要从“浅表”走向“深度”。本文立足跨学科主题学习的育人追求和基本特征,建构了包括指向学习内容的“学科整合程度”、指向学习过程的“学习投入程度”和指向学习结果的“问题解决程度”的“三度”分析框架,引导和支持教师从不同水平、动态视角、“质”的方式来辨析并判断实践中的区别与变化。走向深度的跨学科主题学习设计与实施需要以源自真实情境的大问题、大任务作为组织中心;在多门学科“学以致用”中实现“用以致学”;通过“学习赋权”助力学生自主投入与反思建构。同时,学校应关注不同水平和素养指向跨学科主题学习的系统规划。

Interdisciplinary thematic learning has become the breakthrough and penetrating point of the education reform in the era of core competencies.However,there are some phenomena in practice,such as“cross-border but not combined”and“combined but without depth”.We need to shift from superficial learning to deep learning.The present paper,based on education pursuits and basic characteristics of Interdisciplinary thematic learning,constructs an analytic framework consisting of“three degrees”,namely“degree of subject integration”pointing to the learning content,“degree of learning engagement”pointing to the learning process,and“degree of problem solving”pointing to the learning outcome.The paper guides and supports teachers to distinguish and judge differences and changes in practice from different levels,in dynamic perspective and qualitative approaches.The design and implementation of depth-oriented interdisciplinary thematic learning should take big problems and big tasks from real-world contexts as the center of organization,which stimulate students'self-regulated involvement and reflective construction through“learning empowerment”.Besides,by practicing what is learned in multiple subjects,the learning is enhanced by practice itself.Meanwhile,schools should pay attention to the systematic planning of different levels and competency-oriented interdisciplinary thematic learning.