跨学科学习的透视:驱动背景、内在逻辑与条件支持

Perspectives on Interdisciplinary Learning:Driving Contexts,Internal Logic and Conditional Support

随着现代社会的综合化发展,现实问题愈发复杂,凭借单一学科知识已无法应对问题的解决,跨学科学习成为解决真实情境问题,推动个体知识融合发展的必要活动。深入跨学科学习“为何”“何为”“如何”等问题,按照“发生背景—本质过程—何以达成”的逻辑为跨学科学习澄明学理,提供教学实践层面的指引。从发生论意义上看,跨学科学习是知识整体交融发展的使然和诉求。在实践论的视域下,跨学科学习是促进素养进阶发展的有效手段。跨学科学习本质上是一种以现象、情境和问题为根据,以知识异质性互动、整合和建构为路径,以知识新配置和新创造为结果的个体知识发展过程。跨学科学习的实现需要多重条件的支持,包括以跨学科课程为载体的结构条件,以问题探究为导向的过程条件,以弹性、多维为序列的时空条件,以可靠性证据为依据的评价条件。

With the comprehensive development of modern society,real problems become more and more complex,and it is no longer possible to cope with problem solving by virtue of single-discipline knowledge.Interdisciplinary learning has become a necessary activity to solve the problems of real situations and promote the development of individual knowledge.In-depth interdisciplinary learning“why”“what”“how”and other issues,analyzing the background,essential process and how to achieve,so as to clarify the theory of interdisciplinary learning and to provide guidance for teaching and learning.In the sense of the theory of occurrence,interdisciplinary learning is the necessity and demand for the integration and development of knowledge as a whole;from the perspective of the theory of practice,interdisciplinary learning is an effective means to promote the progressive development of literacy.Interdisciplinary learning is essentially a kind of individual knowledge development process based on phenomena,situations and problems,with knowledge heterogeneity interaction,integration and construction as the path,and new configuration and creation of knowledge as the result.The realization of interdisciplinary learning needs the support of multiple conditions,including the structural conditions with interdisciplinary curriculum as the carrier,the process conditions oriented by problem inquiry;the spatial and space conditions with flexibility and multidimensional sequence;and the evaluation conditions based on reliability evidence.