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跨学科主题学习作为此次课程改革的亮点与难点，在学校中如何可持续实施是一个重要议题。可持续变革研究能够为学校推动跨学科主题学习提供有益参考。从可持续变革的分析框架来看，学校变革受到多层级、内外部因素的综合影响，改革政策、结构与制度、实施者及其日常实践之间的动态关系，是构建学校可持续性变革生态的关键。据此，学校需要理解跨学科主题学习体现了我国课程改革政策对综合学习的持续推进及“育人为本”的价值追求。在此基础上，完善跨学科教研、善用“软硬”评价机制等改革的“基础设施”,充分依托学科教师，用好教材资源，将跨学科主题学习持续融入教师日常实践中，形成可持续的学校变革生态，进而持续、广泛地推动综合学习，实现课程协同育人目标。
Abstract：As a significant innovative initiative in the new curriculum reform, the sustainable implementation of interdisciplinary thematic learning(ITL) in schools has garnered considerable attention. Research on sustainable educational reform offers valuable insights for understanding and advancing ITL. From the perspective of the sustainable change framework, the ecology of school reform is shaped by the interplay of multi-level, internal and external factors. Among them, the dynamic relationship between policy, institutional structures, and implementers' routine practices is key to building a sustainable school reform ecology. ITL reflects the policy coherence in promoting integrated learning within China's curriculum reform and embodies the underlying value of “nurturing the humanity”. To sustain ITL, schools need to strengthen the reform infrastructure, such as improving interdisciplinary professional learning communities, establishing both “soft” and “hard” evaluation mechanisms, making full use of subject teachers and textbook resources, and embedding ITL into teachers' daily instructional practices. Through these efforts, schools can build a sustainable ecology of reform that supports integrated learning and promotes curriculum reform.
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基本信息:
中图分类号:G420
引用信息:
[1]郑鑫,周秀.跨学科主题学习的实施何以可持续?[J].全球教育展望,2025,54(08):45-57.
基金信息:
全国教育科学规划2021年度国家青年课题“基础教育教研体系的中国经验及国际传播研究”(项目编号：CDA210251)的成果