摘要
在跨学科教学中,认识论是跨学科教学的目标先导,现象和假说支撑其情境设计,概念和理论构成其知识体系,方法为其实践提示方法选择。当前,跨学科教学面临着主题选择的泛化、内容选取的“跨而不合”以及实践方式转型等问题。因此,跨学科教学的实现需要把握不同学科核心素养,实现跨学科教学的目标指向;关注学科现象的情境性,优选适切的跨学科教学主题;理解学科知识的耦合性,建构系统的跨学科教学内容;融合学科方法的多元性,呈现深度的跨学科教学过程。
Epistemology is the basis of interdisciplinary teaching.Phenomena and hypotheses support its situational design,concepts and theories constitute its knowledge system,and methods provide options for its practice.At present,interdisciplinary teaching is faced with some problems,such as the generalization of subject,unintegrated content,and the transformation of practice.Therefore,we need to grasp the core competency of different disciplines and realize the objective,pay attention to the situation of disciplinary phenomena and choose appropriate themes,understand the coupling of disciplinary knowledge and construct systematic interdisciplinary teaching content,and integrate the diversity of disciplinary methods and present deep interdisciplinary teaching process.
作者
李洪修
崔亚雪
Li Hongxiu;Cui Yaxue
出处
《课程．教材．教法》
CSSCI
北大核心
2023年第1期74-81,共8页
Curriculum，Teaching Material and Method
基金
国家社会科学基金“十三五”规划2019年度教育学一般课题“核心素养背景下教师课程决策权的社会学研究”(BHA190123)。
关键词
跨学科教学
主题活动
要素分析
优化路径
interdisciplinary teaching
subject activities
element
optimization
