新课标背景下中小学教师跨学科课程意识:内涵、特征与培养

Interdisciplinary Curriculum Awareness of Primary and Secondary School Teachers in the Context of New Curriculum Standards:Connotation Characteristics and Training

探究中小学教师跨学科课程意识的内涵、特征与培养,有利于优化中小学教师跨学科主题教学实践。跨学科课程意识是指教师在新课标理念与核心素养导向下,以任务或问题驱动开展跨学科主题教学的课程思维方式,旨在发展教师“教学结构化”“课程系统化”的思想,具体包含学科延伸意识、生活融合意识、文化统整意识。结合对新课标价值理念的分析,发现中小学教师跨学科课程意识具有情境性与融合性、反思性与批判性、中介性与转化性、实践性与生成性的特征。基于此,提出中小学教师跨学科课程意识的培养路径:把握新课标的核心理念,深化教师对跨学科课程意识内涵的理解;践行教学评一致性,助推教师跨学科课程意识的生成;强化学科学段衔接,提升教师跨学科课程意识自觉;提供资源支持,促进教师跨学科课程意识的实践转化。

Exploring the connotation,characteristics,and development of interdisciplinary curriculum awareness among primary and secondary school teachers is beneficial for optimizing the practice of interdisciplinary theme-based teaching.Interdisciplinary curiculum awareness refers to the thinking mode of teachers driven by tasks or problems to carry out interdisciplinary theme-based teaching under the guidance of the new curriculum standards'concepts and core competencies.It aims to develop teachers"ideas of"structured teaching"and"systematic curriculum",including subject extension awareness,lfe integration awareness,and cultural integration awareness.Based on the analysis of the values and concepts of the new curriculum standards,it is found that the interdisciplinary curiculum awareness of primary and secondary school teachers possesses characteristics such as contextual and integrative,reflective and critical,mediating and transformative,and practical and generative.Based on this,a cultivation path for interdisciplinary cumiculum awareness of primary and secondary school teachers is proposed:grasp thecore concepts of thenew cuniculum standards,deepen teachersunderstanding of theconnotation of interdisciplinary curriculum awareness;practice teaching consistency,promote the generation of teachers'interdisciplinary curiculum awareness;strengthen the connection between subject areas,enhance teachers'self-awareness of interdisciplinary curriculum awareness;provide resource support to facilitate the practical transfomation of teachers'interdisciplinary curriculum awareness.