批判教育学视角下跨学科主题学习的问题与改进

Problems and Countermeasures of Interdisciplinary Thematic Learning:A Critical Pedagogical Perspective

批判教育学视角下,跨学科主题学习是一场文化实践,它旨在对分科学习的课程文化展开理解与改造,发展师生主体的批判力,改良学校课程的作用力,完善学校课程文化育人的执行力。在本土化进程中,跨学科主题学习的目标定位往往倾斜于工具主义的实用主义一端,内容整合未能嵌入真实情境,实施行动依赖技术路径。为突破跨学科主题学习的实践困境,建议开展面向整体育人的话语沟通,生成跨界的整全目标;绘制情境关联的跨界地图,触发学生的真实学习;发展主体共话的多轮叙事,让学生在跨学科主题学习过程中真正实现自身文化的再建构。

From the perspective of critical pedagogy,interdisciplinary thematic learning is a cultural practice.It focuses on the recreation of the culture of subject-based learning,improving the force of school curriculum,developing the critical power of teachers and students,and improving the executive power of school education.However,in the process of localization,the goal of interdisciplinary thematic learning is often set to the pragmatic end of instrumentalism,the content integration is not embedded in the real context,and the implementation depends on the technical path,which affects its sustainable development.In order to break through the practical dilemma of interdisciplinary thematic learning,it is suggested to carry out discourse communication oriented to overall education and then set cross-border overall goals;draw context-related learning maps to trigger students'real learning;develop multiple subjects’rounds of narration so as to help learners truly realize the meaning reconstruction of self in the process of interdisciplinary thematic learning.