“双新”背景下跨学科主题学习的边界、转变与学校行动

Boundary,Transformation and School Action of Interdisciplinary Thematic Learning Under the Background of Double New Policy

《义务教育课程方案(2022年版)》及各学科义务教育课程标准(2022年版)强调跨学科主题学习。跨学科主题学习的要义在于,从载体学科出发,借助其他学科的知识、概念、思维等促进学生理解本学科的知识、概念,结合或融通其他学科完成与解决本学科的任务、问题,最终指向对载体学科的深度理解。在实施过程中要把握跨学科主题学习的边界,区分其与综合实践活动、其他综合学习课程、劳动课程、学科类综合课程、项目化学习、学科主题学习的不同。同时,还要把握跨学科主题学习之“学”的转变,即从知识本位转向素养本位,从封闭固化转向开放增值,从低通路迁移转向高通路迁移,在学习结构与学习方式上努力实现新突破,注重学科实践与单元视角的整体安排,打造“学科+”的融合课程体系。学校在落实跨学科主题学习时,要整体规划,设计内容框架;重构学科单元,联结跨学科主题学习项目任务;研究“跨”的方式,形成“1”与“X”不同关系的实践形态;规避实施误区,把握跨学科主题学习的本质。

2022 edition of compulsory education curriculum program and curriculum standards emphasize interdisciplinary thematic learning.Its essence lies in starting from carrier discipline,promoting student's understanding of the knowledge and concept of discipline with the knowledge,concept and thinking of others,combining or int egrating others to complete and solve the tasks and problems of this discipline,and finally pointing to deep understanding of carrier discipline.In the process of implementation,we should grasp the boundary of interdisciplinary thematic learning and distinguish it from comprehensive practical activities,other comprehensive learning courses,labor courses,comprehensive disciplinary courses,project-based learning,and subject thematic learning.At the same time,we should grasp the transformation of learning which means shifting from knowledge to competency,from closeness openness,and from low path to high path,pay attention to the overall arrangement of subject practice and unit perspective,build“subject+”integrated curriculum system,and achieve new breakthroughs in learning structure and learning methods.Schools should plan and design content framework,reconstruct subject unit and link learning project tasks,study the way of“inter”and form the practical form of the difflerent relationship between“1”and grasp the essence of int erdisciplinary thematic lear ning.