跨学科主题学习:内涵、困境及实施策略——基于芬兰“现象学习”经验的启示

Interdisciplinary Thematic Learning:Connotations,Dilemmas and Implementation Strategies--Insights from Finland Phenomenon-Based Learning Experience

跨学科主题学习作为新兴教学实践形式,面向全体学生、指向全面发展以及趋向跨界融合是其内涵体现和价值追求,然而在实际开展过程中出现二元对立、壁垒难移以至形实分离等现实问题。由此,芬兰采用的“现象学习”以其简明的现象观、生动的现场感以及丰富的现代性,为我国建构“以核心素养为导向,聚焦高阶思维,注重师资养成”的中国化跨学科主题学习范式提供参考。

As an emerging form of teaching practice,interdisciplinary theme learning is open to all students,is directed towards all-round development,and tends toward cross-border integration,which demonstrates its connotation and value pursuit.However,in the actual implementation,the problems like binary oppositions,the barriers which are difficult to move,and even separation of form and reality have emerged.As a result,the"phenomenal learning"adopted by Finland,with its concise view of phenomena,vivid sense of on-site and rich modernity,has provided a reference for China to build an interdisciplinary thematic learning paradigm with Chinese characteristics which“is oriented by core competencies,focuses on higher-order thinking,and emphasizes teacher development”.