跨学科综合课程开发与实施中知识结构边界的消弭与融合

Elimination and Integration of Knowledge Structure Boundary in the Development and Implementation of Interdisciplinary Comprehensive Curriculum

跨学科综合课程具有学科理解性、关联整合性与情境创生性的特征,是中小学跨学科学习与教学的支撑与保障。当前,跨学科综合课程开发存在学科知识缺乏深度整合,人际关系以单向互动为主,共享内容与合作范围有限,真实性教学情境创设不足,教学空间呈现强隔离状态等问题。编码理论视域下跨学科综合课程实施,通过知识进阶式整合消弭各学科知识边界,采取师生互助与自治取向弱化教学话语关系边界感,创设真实跨学科教学情境拓展教学时空呈现边界,凭借再语境化重塑不断融合师生主体的认知边界等策略,实现跨学科综合课程知识结构边界的融合。

Characterized by disciplinary comprehension,correlative integration and contextual natality,interdisciplinary comprehensive curriculum serves as support and guarantee of interdisciplinary teaching and learning in primary and secondary schools.Currently,development of the curriculum is confronted with dilemmas,including lack of in-depth integration of disciplinary knowledge,onedirectional interpersonal interaction,lack of sharing and cooperation,lack of authentic teaching situation,and strong isolation of teaching space.From the perspective of coding theory,the implementation of the curriculum eliminates disciplinary knowledge boundary with progressive knowledge integration,employs mutual assistance and autonomy orientation between teacher and student to weaken the sense of boundary of teaching discourse relation,creates authentic interdisciplinary teaching situation to expand the boundaries of teaching time and space,and utilizes re-contextualization to integrate the cognitive boundaries of teacher and student,ultimately achieving the integration of knowledge structure boundaries of the curriculum.