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跨学科学习是深化落实学生发展核心素养的重要途径，为传统的学科教学方式带来了巨大的挑战和潜在的契机，需要妥善处理好“跨学科性”与“学科性”的关系。目前，人们对跨学科学习理解存在概念认识上学科立场的模糊性、价值观上忽视学科学习的合理性和知识观上轻视已有的学科知识体系，导致过于强调“跨学科性”而忽视“学科性”,跨学科学习的学科立场摇摆不定。坚守跨学科学习的学科立场是跨学科学习绕不过去的真问题，为跨学科学习奠定了知识基础，是实现跨学科学习深度育人的关键所在。基于学科立场的跨学科学习，需要树立跨学科学习的学科立场价值取向，依托真实问题进行整体谋划设计，协同学科教师开展跨学科教学合作。
Abstract：Interdisciplinary learning is an important way to deepen the implementation of students' core literacy development, which brings huge challenges and potential opportunities to the traditional teaching methods, and need to properly handle the relationship between “interdisciplinary” and “disciplinary”. At present, the confusion of disciplinary positions in the conceptual understanding of interdisciplinary learning, the neglect of the rationality of disciplinary learning and the existing disciplinary knowledge system, lead to an overemphasis on the “interdisciplinary” and a neglect of the “disciplinary”, leaving the disciplinary position of interdisciplinary learning indecisive. Adhering to the disciplinary stance of interdisciplinary learning is a real problem of interdisciplinary learning, which lays the knowledge foundation and the key to realizing in-depth education. Interdisciplinary learning based on the disciplinary position needs to establish the value orientation of the disciplinary position of interdisciplinary learning, and rely on real-life problems to carry out overall planning and design and coordinate interdisciplinary teaching cooperation between subject teachers.
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基本信息:
中图分类号:G632.0
引用信息:
[1]程龙.重申跨学科学习的学科立场[J].全球教育展望,2023,52(03):25-34.
基金信息:
四川师范大学校级项目“教师行使教育惩戒权情绪劳动研究”(项目编号：22XW061)的阶段性研究成果
2022-07-26
2022
2022-11-02
2022-11-16
2022
1
2023-03-10
2023-03-10