全球教育展望

作为学术分类的学科是教学“科目”的主要来源，前者制约且影响后者，后者是前者在学校教育中的运用或具体化。分科教学与跨学科教学之间的关系受学校课程制约，更受到学科发展过程中学科分化与学科整合之间关系的制约。受不同历史时期的学科发展影响，学校课程发展经历了“古代人文主导下的综合课程—近代分科为主的课程—现代课程多样化”三个历史阶段。跨学科教学源于课程史上的活动课程，在我国当前课改中肩负着课程综合化、实践化的使命。课程发展史及其背后的学科发展史表明：分科教学与跨学科教学在发展学生核心素养方面同等重要，二者是相互补充、相互依赖、互构共生的关系。实践中需要在理念层面树立整体教学观；在纵向层面推进分科教学的融合式创新；在横向层面提升跨学科教学的知识含量和深度。

As an academic classification, disciplines are the main source of school subjects: the former constrain and shape the latter, while the latter represent the application or embodiment of the former within school education. The relationship between subject-based teaching and interdisciplinary teaching is constrained by the school curriculum, and more importantly, by the relationship between subject differentiation and integration in the process of subject development. Influenced by the development of disciplines in different historical periods, the development of school curriculum has gone through three historical stages: comprehensive curricula dominated by ancient humanities, curricula centered on modern disciplines, and the diversified development of modern curricula. Interdisciplinary teaching originates from the activity-based curricula in the history of curriculum development, and in China's current curriculum reform, it bears the mission of promoting curricular integration and practical application. The history of curriculum development, together with the disciplinary evolution underlying it, shows that subject-based teaching and interdisciplinary teaching are equally important for developing students' core competencies, and the two are interdependent and relatively integrated. To realize this relationship, it is necessary to establish a holistic teaching concept at the conceptual level, to promote integrated innovation of subject-based teaching through vertical development, and to enhance the knowledge content and depth of interdisciplinary teaching through horizontal expansion.