中小学数学跨学科主题学习:变迁、内涵与实施

Interdisciplinary Thematic Learning in Mathematics Education for Primary and Secondary Schools:Changes,Connotations,and Implementation

跨学科主题学习作为促进中小学数学课程育人方式变革的重要抓手,在一线课堂教学实践的落实是本轮数学课程改革所面临的难题。纵观新中国成立后实施的历次数学课程改革可知,中小学数学跨学科主题学习可溯源到新中国成立初期。分析了新中国成立以来我国中小学数学跨学科主题学习的变迁历程,其包括萌芽阶段、探索阶段和发展阶段;厘清了中小学数学跨学科主题学习的内涵,提出“育人性、真实性、探究性、学科性、跨学科性、主体性、开放性和生成性”八大特征;从目标设置、活动设计与实施及评价三个方面提出中小学数学跨学科主题学习的实施要点。在中小学数学跨学科主题学习的实施中,目标设置要强化育人导向、突出学科特征、体现素养进阶;活动设计与实施要优化行前方案、突出学生主体性、注重连续性;在评价中提倡评价主体多元化、评价内容多维化、评价方式多样化、评价手段数字化。

Interdisciplinary thematic learning in mathematics education for primary and secondary schools is considered an important approach to promote educational reforms.However,implementing this approach in teaching practice poses challenges.Looking back at the history of mathematics curriculum reforms in China since the establishment of the People's Republic of China,we can trace the origins of interdisciplinary thematic learning in mathematics education for primary and secondary schools to the early years of the country.This study analyzes the changes and development of interdisciplinary thematic learning in mathematics education in Chinese primary and secondary schools over the years,which can be categorized into the initial stage,exploratory stage,and development stage.The study clarifies the connotation of interdisciplinary thematic learning in mathematics education and proposes eight key characteristics of“educational,authentic,exploratory,disciplinary,interdisciplinary,subjective,open,and generative”.Furthermore,it puts forward the implementation guidelines for interdisciplinary thematic learning in mathematics education from three aspects:goal setting,activity design and implementation,and assessment.In implementing interdisciplinary thematic learning in mathematics education,we should emphasize the educational orientation,highlight disciplinary features,and reflect the progression of competencies in goal setting.Interms of activity design and implementation,we should optimize pre-activity plans,enhance student subjectivity,and focus on continuity.In assessment,it is advocated to have diversified assessment subjects,multidimensional assessment content,diverse assessment methods,and digital assessment tools.