教育科学 ›› 2025, Vol. 41 ›› Issue (2): 55-61.

• 课程与教学研究 • 上一篇    下一篇

义务教育新课程方案中跨学科主题学习的价值、困境与破解*

朱立明1, 高俊霞2   

  1. 1.唐山师范学院 科研处,河北 唐山 063000
    2.唐山幼儿师范高等专科学校,河北 唐山 063000
  • 出版日期:2025-03-15 发布日期:2025-04-08
  • 作者简介:朱立明(1986- ),男,河北承德人,唐山师范学院科研处,副教授,教育学博士,主要从事课程论、小学数学教育研究;
    高俊霞(1971- ),女,河北唐山人,唐山幼儿师范高等专科学校,教授,硕士生导师,主要从事课程论、教师教育研究。
  • 基金资助:
    *河北省高等学校人文社会科学研究青年拔尖人才项目“‘双减’政策背景下小学生课业负担综合治理研究”(BJS2023002)

The Value,Dilemma and Solution of Interdisciplinary Thematic Learning in the New Curriculum Plan of Compulsory Education

Zhu Liming1, Gao Junxia2   

  1. 1. Research Office,Tangshan Normal University,Tangshan Hebei 063000,China
    2. Tangshan Preschool Teachers College,Tangshan Hebei 063000,China
  • Online:2025-03-15 Published:2025-04-08

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摘要：

2022年颁布的义务教育课程方案和课程标准以核心素养为导向,这标志着课程改革新阶段的开始。课程方案明确提出了跨学科主题学习,其育人价值体现在提升学生跨学科素养,培养全面发展的综合型人才;促进课程内容结构化,推动综合实践活动课程的实施;变革课堂教学的方式,构建新技术背景下的深度学习。跨学科主题学习的实施困境表现为:缘于单学科知识教学,无法形成内容统整;限于任务的去情境化,不能解决真实问题;囿于浅层次学习的开展,难以实现对学科的本质理解。跨学科主题学习的可行之策:聚焦指向跨学科主题的大概念设计,注重蕴含生活情境的真实问题解决,关注贯穿学习过程的高阶思维提升。

关键词: 义务教育课程方案, 跨学科主题学习, 核心素养

Abstract:

The 2022 Compulsory Education Curriculum Plan and Standards are oriented towards core competencies, marking the beginning of a new phase in curriculum reform. The curriculum plan explicitly proposes interdisciplinary thematic learning,and its educational value is reflected in:enhancing students'interdisciplinary competencies,cultivating well-rounded and comprehensive talents;promoting the structuring of course content,and advancing the implementation of integrated practical activity courses; transforming classroom teaching methods,and building deep learning in the context of new technologies. The challenges in implementing interdisciplinary thematic learning are manifested in: the inability to form content integration due to subject-based knowledge teaching;the decontextualization of tasks,which fails to address real-life problems;and the difficulty in achieving an essential understanding of subjects due to shallow learning. The feasible strategies for interdisciplinary thematic learning include focusing on the design of broad concepts pointing to interdisciplinary themes,emphasizing the resolution of real-life problems embedded in authentic contexts,and paying attention to the enhancement of higher-order thinking throughout the learning process.

Key words: compulsory education curriculum plan, interdisciplinary thematic learning, key competences

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