跨学科教研共同体构建的三重逻辑

The Triple Logic of the Construction of Interdisciplinary Teaching andResearch Community

跨学科主题学习语境下,以单一学科组为活动单元,以具体学科教学问题为活动内容的分科教研组织形式正显示出越来越大的局限性,但学术界对此问题的关注却严重不足。从跨学科的内在要求看,跨学科教研共同体构建需以整合性逻辑为基础,促进基于问题驱动的知识整合与课程联动。从共同体的特征内涵看,跨学科教研共同体构建需以共生性逻辑为保障,推动基于协同合作的自我认同和开放融合。从教研活动的目标属性看,跨学科教研共同体构建需以具身性逻辑为指向,实现基于能动参与的经验激活和身心统一。总之,跨学科教研共同体构建是整合性逻辑、共生性逻辑与具身性逻辑共同作用的系统过程,需要坚持起点、过程与结果的整体统一。

In the context of interdisciplinary theme learning,the form of sub-discipline teaching and research organization with a single subject group as the activity unit and specific subject teaching problems as the activity content is showing more and more limitations.However,there has been a serious lack of academic attention on this issue.From the perspective of interdisciplinary internal requirements,the construction of interdisciplinary teaching and research community should be based on integrated logic to promote problem-driven knowledge integration and curriculum linkage.From the perspective of the characteristics and connotations of the community,the construction of interdisciplinary teaching and research community needs to be guaranteed by the logic of symbiosis,and promote self-identity and open integration based on collaboration and cooperation.From the perspective of the goal attributes of teaching and research activities,the construction of interdisciplinary teaching and research community needs to be guided by embodied logic to achieve experience activation and physical and mental unity based on active participation.In short,the construction of an interdisciplinary teaching and research community is a systematic process in which the logic of integration,symbiosis and embodiment work together,and it is necessary to adhere to the overall unity of starting point,process and result.