全球教育展望

跨学科主题学习在新一轮课改中被赋予了重要地位，并在广大中小学如火如荼地开展。但在实际教学中面临诸多挑战，包括关系处理(如10%跨学科课时与90%学科课时的平衡、新旧综合学习的边界、主体学科与相关学科的交互等)、实施困境(如主题选择盲目、实施关联缺乏、内容设计浅表、学习评价缺失)等方面。对此，本研究指出需从未来学校发展趋势出发重新认识跨学科主题学习的内涵；还需转变教师思维方式，从惯性思维转向创新思维，从简单思维转向复杂思维，从点状割裂思维转向整体融通思维，从结果思维转向过程思维；而且要以学校为单位顶层设计跨学科主题学习的实践图谱，明确不同类型和层次跨学科主题学习之“跨”的方式，形成整体性的实施框架；最后，还应聚焦评价盲区，针对跨学科主题学习中的不同主体设置不同评价维度，形成全面的跨学科主题学习评价体系。

In the new round of curriculum reform, interdisciplinary thematic learning has received a prominent status, and a wide range primary and secondary schools are actively engaged in its implementation. However, teachers are facing numerous challenges in their practice, including the management of various relationships(e.g., balancing the assignment of 10% of instructional time to interdisciplinary teaching and 90% to disciplinary teaching, setting up the boundary between old and new integrated learning, and managing the interaction between main subjects and related subjects), as well as difficulties in the implementation process(e.g., blind selection of themes, lack of connection in fragmented implementation, superficial content design, and lack of learning assessment). In response to these issues, it is necessary to re-conceptualize the connotation of interdisciplinary thematic learning from the perspective of the development trends of future schools. Additionally, teachers need to shift their thinking from inertial to innovative, from simple to complex, from fragmented to integrated, and from results-oriented to process-oriented. Moreover, schools should design a holistic practical framework for interdisciplinary thematic learning, clarifying different types and levels of “crossing” approaches to form a systematic implementation framework. Finally, emphasis should be placed on the blind spots in assessments. Different evaluation dimensions should be formed for different objects to establish a comprehensive evaluation system for interdisciplinary thematic learning.