摘要
在教育领域,跨学科教学的兴起带来了教学内容和方法的创新,但同时也引发了对学科界限的深刻反思。在实践中,不同学科的特征交织可能导致界限变得模糊,这对学科身份和知识边界的界定提出了挑战。学科底色的提出是对边界问题的考虑,清晰的学科边界有助于保持每个学科的核心特性,避免知识和方法的过度简化或误用;旨在通过现象学还原的方式,解决遮蔽现象,借助悬置判断、意向性视角、述谓逻辑的途径寻找一种平衡点,使得跨学科教学能够在融合各学科优势的同时,保持各自学科的独特性。
In the field of education,the rise of interdisciplinary teaching has brought innovation in teaching contents and methods,but at the same time,it has also triggered a profound reflection on the boundaries of disciplines.In practice,the interweaving of characteristics from different disciplines may lead to blurred boundaries,which poses challenges to the definition of disciplinary identity and knowledge boundaries.The proposal of disciplinary background is a consideration of boundary issues.Clear disciplinary boundaries are of help to maintain the core characteristics of each discipline,avoid excessive simplification or misuse of knowledge and methods,and aim at solveing the masking phenomenon through phenomenological restoration.By using suspended judgment,intentional perspective,and declarative logic,a balance point can be found to enable interdisciplinary teaching to integrate the advantages of various disciplines,and to maintain the uniqueness of each discipline.
作者
郭子超
Guo Zichao(Tianjin Academy of Educational Sciences)
出处
《当代教育科学》
北大核心
2024年第2期45-51,共7页
Contemporary Education Sciences
基金
2023年度天津市教委社会科学重大项目“基础教育综合改革路径与推进策略研究”(项目编号:2023JWZD55)的研究成果之一。
关键词
跨学科教学
学科底色
遮蔽现象
还原理路
interdisciplinary teaching
discipline background
masking phenomenon
restore the.route
