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作为超越学科边界走向课程综合的重要途径，跨学科主题学习已成为当前课程教学改革的关键举措。本文从认知和实践角度对跨学科主题学习进行系统澄清，聚焦其概念理解、教学设计与实践要求等方面，以期为师生在新课标指引下开展实践创生搭建脚手架。跨学科主题学习基于学科又超越学科，体现学科实践的跨学科性；它力求综合，又是有限度且强调(跨)学科理解的综合；它导向育人，强调思行结合和价值嵌入的综合学习体验。跨学科主题学习要超越形式上的综合，以跨学科主题学习的本质目标为旨归，把握主题创设和目标厘定、问题引领和活动支持、评价护航与过程追踪的关键步骤，回应基础、深化理解和面向应用，真正走向综合育人、情境建构、深度理解与迁移应用的教学新境界。
Abstract：Interdisciplinary thematic learning represents a significant approach to transcending disciplinary boundaries for curriculum integration and has emerged as a pivotal strategy in contemporary curriculum reform in China. This paper systematically clarifies interdisciplinary thematic learning from both cognitive and practical perspectives, focusing on its aspects of conceptual understanding, instructional design, and practical pursuit. By providing a structured framework, the paper aims to facilitate teachers and students in conducting innovative practices aligned with new curriculum standards. Interdisciplinary thematic learning is grounded in individual disciplines yet surpasses them, reflecting the integrative nature of cross-disciplinary practice. It seeks integration while emphasizing the importance of disciplinary and interdisciplinary conceptual understanding. Oriented towards holistic education, it underscores the integration of cognition and practice, embedding values within comprehensive learning experiences. To achieve meaningful integration, this approach should focus on essential goals, key steps in theme creation and goal setting, question guidance, activity support, evaluation, and process tracking. Ultimately, it strives to create a new educational paradigm characterized by comprehensive education, context construction, deep understanding, and transferable application.
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基本信息:
中图分类号:G420
引用信息:
[1]屠莉娅,吴爽.跨学科主题学习：理解、设计与实践要求[J].全球教育展望,2025,54(08):15-32.
基金信息:
2022年度国家社会科学基金教育学一般项目“核心素养视域下可迁移学习的理论建构及其文化实践研究”(项目编号：BHA220135)的研究成果