全球教育展望

跨学科主题学习是《义务教育课程标准(2022年版)》提出的课程改革新要求，但它并非新事物。跨学科教育随着学科的分化与整合，已有较长历史，不过在长期的学校分科教学中未得以凸显。随着时代发展，传统学校的传统育人方式已难以适应新形势下理想新人的培养要求，当下在国家课程标准中推出跨学科主题学习正当其时。其基本要义是以某一学科为依托，基于主题建构学习任务，进行学科整合，形成以培养跨学科素养为目标的主题单元网络，以完整的问题解决过程或任务完成过程贯穿始终。依据不同的跨学科方式和主题来源，可以形成单学科拓展式主题学习、多学科交叉主题学习、跨学科大概念主题学习、超学科主题学习等不同类型。在实施过程中，需要建立健全跨学科主题学习的校本研发机制，确定适切的主题支点建构跨学科主题学习框架，处理好“1”与“X”的关系，关注跨学科主题学习中学生的思维发展和重构学校物型环境创设学习新空间。

Interdisciplinary thematic learning is a new requirement of “Curriculum Standard for Compulsory Education(2022 edition)”, but it is not a new thing. With the differentiation and integration of disciplines, interdisciplinary education has a long history, but it has not been highlighted in the long-term school subject teaching. With the development of the time, the traditional way of educating students in traditional schools can no longer meet the requirements of cultivating ideal new students under the new situation, so it is timely to introduce interdisciplinary thematic learning in the national curriculum standards. The basic idea is to build learning tasks based on a subject, integrate subjects, form a thematic unit network aimed at cultivating interdisciplinary literacy, and run through a complete problem-solving process or task completion process. In the process of implementation, it is necessary to establish and perfect the school-based research and development mechanism of interdisciplinary theme learning, determine the appropriate theme fulcrum to construct the framework of interdisciplinary theme learning, deal with the relationship between “1” and “X”, pay attention to the thinking development of students in interdisciplinary theme learning, and reconstruct the school physical environment to create new learning space.