全球教育展望

跨学科主题学习是基础教育课程改革的创新举措。跨学科主题学习的生成既有从学科向跨学科演进的历史必然，又有从学科教学到现实世界的贯通之理，还有应对分科与综合形态冲突的问题指向，体现了学科发展逻辑、生活变革逻辑与课程实施逻辑的统一。跨学科主题学习的生成逻辑揭示了其学习主体是学生，从而确定了分析其教学价值的视角。在“外部知识与学生发展”的关系思维中发现跨学科主题学习的教学价值在于它重新肯定了学科知识的价值，反映了学习观的迭代升级，彰显了学生的主体性。跨学科主题学习的教学要在立足学校、回归学科又面向现实世界中实现。以大概念作为整合学科知识与联系现实世界的锚点，以主题统领下的真实问题链为学习过程，提供与学生解决真实问题的过程相协同的学习支持，实施表现性评价评估学生学习成果是跨学科主题学习教学实现的基本路径。

Interdisciplinary thematic learning is an innovation of curriculum reform in basic education. The generation of interdisciplinary thematic learning is rooted in the historical inevitability of the evolution from disciplinary to interdisciplinary teaching, the logic of connecting disciplinary teaching with the real world, and the dealing with problems that arise from the conflict between subject-based and comprehensive education. Therefore, interdisciplinary thematic learning embodies the unity of the logic of discipline development, life transformation, and curriculum implementation. The generation logic of interdisciplinary thematic learning reveals that its subjects are students, thus determining the perspective for analyzing its pedagogical value. In conceptualizing the relationship between “external knowledge and student development”, the pedagogical value of interdisciplinary thematic learning lies in its reaffirmation of the value of disciplinary knowledge, reflection of the iterative upgrade of the concept of learning, and emphasis of the agency of students. The implementation of interdisciplinary thematic learning should be school-based, returning to disciplines and facing the real world. Taking big concepts as the anchor points for integrating disciplinary knowledge and connecting with the real world, treating theme-based real problem chain as the learning process, providing learning support coordinated with the process of solving real-world problems, and implementing performance-oriented assessment of the outcomes of student learning are the basic paths to realize interdisciplinary thematic learning.