新课标背景下的跨学科学习:现实阻滞与纾解路径

Interdisciplinary Learning Under the Background of the New Curriculum Standards:Practical Obstacles and Relief Paths

跨学科学习是《义务教育课程方案和课程标准(2022年版)》中的一大亮点,但并非课程改革历程中的新事物,它所蕴含的跨学科知识统整思维在以往课标的改革举措中已有所体现。在新课标背景下,核心素养育人目标及理念的明确,赋予了跨学科学习实践更丰富、更深刻的内涵及价值。作为核心素养导向下学习方式变革的创新实践,跨学科学习真正落地需以课程、教学及评价的整体性变革为牵引。当前实践中跨学科学习面临着课程结构学科化、教学设计还原化以及评价生态功利化等困境,其综合性、实践性、发展性价值难以充分发挥。为推动核心素养导向下跨学科学习实践落地,需要形成核心素养为目标的主题式课程结构,展开深度学习为基准的大概念项目式教学设计,实施素养发展为导向的表现性学习评价,以及建设多元支持协同的保障机制。

Interdisciplinary learning is a major highlight of the Compulsory Education Curriculum Plan and Curriculum Standards(2022 Edition),but it is not a new thing in the curriculum reform process.The interdisciplinary knowledge integration thinking it contains has been reflected in the reform initiatives of the previous curriculum standards.In the context of the new curriculum standards,the clear goals and concepts of cultivating people through core elements endow interdisciplinary learning practice with richer and deeper connotations and values.As an innovative practice of changing learning methods under the guidance of core competencies,the true implementation of interdisciplinary learning needs to be guided by the overall transformation of curriculum,teaching and evaluation.In the current practice,interdisciplinary learning faces challenges such as disciplinary curriculum structure,reductive teaching design and utilitarian evaluation of ecology.Its comprehensive,practical,and developmental value cannot be fully realized.In order to promote the implementation of interdisciplinary learning practices under the guidance of core literacy,it is necessary to form a thematic curriculum structure with core literacy as the goal,carry out a large-concept project-type instructional design based on in-depth learning,implement performance-based learning evaluation guided by literacy development,and build a diversified support and coordinated guarantee mechanism.