跨学科主题学习的内涵、定位与实施

The Connotation,Positioning,and Implementation of Interdisciplinary Thematic Learning

跨学科主题学习的设置是义务教育新一轮课程改革为重塑时代新人的素质结构所采取的创新举措。其内涵涉及三个方面:以学生素养发展为指向,体现知识整合、问题解决和价值关切的三位一体;以学科为立足点,关注学科实践与跨学科实践的交融互渗;以综合学习为特征,彰显学习的整体性、联结性和具身性。跨学科主题学习是为改变被动接受的学习方式这一顽疾所进行的破冰行动,它能够为教材内容组织形态和呈现方式的变革起到示范作用,同时也是为实现义务教育减负增效改革目标所采取的调节措施。其实施期望不仅体现学科素养与跨学科素养目标的交融,同时以内蕴大观念的学习任务为载体,实现任务下的学习活动与多样化学习支持的协同,并超越教—学—评一致性原则,开拓新的教学境界。

The establishment of interdisciplinary thematic learning is an innovative measure taken by the new round of curriculum reform in compulsory education to reshape the quality structure of new generations.Its connotation involves three aspects:with the development of students'literacy as the direction,reflecting the three-dimensional integration of knowledge integration,problem solving,and value concern;based on disciplines,paying attention to the integration and infiltration of disciplinary practice and interdisciplinary practice;featuring comprehensive learning and highlighting the holistic,connected,and embodied nature of learning.Interdisciplinary thematic learning is an ice-breaking action aimed at changing the stubborn problem of passive acceptance in learning.It can serve as a demonstration for the transformation of the organizational form and presentation of textbook content,and is also a regulatory measure taken to achieve the goal of reducing burden and increasing efficiency in compulsory education reform.The implementation expectation not only reflects the integration of disciplinary literacy and interdisciplinary literacy goals,but also uses learning tasks with inherent big ideas as carriers to achieve the synergy of learning activities and diversified learning support under the tasks,and transcends the principle of consistency in teaching,learning,and evaluation.