摘要
跨学科主题学习是指向素养发展的学习新形态,随着新课标明确提出跨学科主题学习活动设计的概念与要求,相关研究与实践已成基础教育课程改革的最前沿话题与热点领域。学界已经意识到形式化、功利化等错误倾向,“拼盘式教学”“浅层次教学”“绩效评估模糊失范”等问题均有系统性的特征。该研究聚焦于其中的困境表征,采用程序化扎根的研究方法,从现有文献及专家访谈数据中循迹跨学科主题学习的困境范畴。研究发现跨学科主题学习活动设计存在思想观念、制度体系以及社会条件三个层面困境,分别体现在过度依赖固定脚本、内容隔离、缺乏整合,停留在表面整合、内容缺乏衔接、跨而不和,学习目标局限、品格和能力培养分离,传统教研组织封闭、开放性和整合性弱,依赖传统教育方式、跨学科认知不足以及学校环境制度制约、存在惯性和固定性六方面的问题,均指向“学用割裂”的系统性问题,表现为固化和浅表化,其中的根本问题又指向对跨学科的本质理解不深入。基于此,提出以“大跨”+“小跨”的学科整合新形态突破知识与逻辑边界,以“定两端,放中间”的模块化要素配置方式突破固化程序,以“八卦图式”替代“水果拼盘式”场域元素内在关联克服浅表化倾向的优化策略。
Interdisciplinary thematic learning is a new form of learning aimed at the development of literacy.With the new curriculum standards clearly proposing the concept and requirements for designing interdisciplinary thematic learning activities,related research and practice have become the forefront topics and hot areas of basic education curriculum reform.The academic community has realized the erroneous tendencies of formalism and utilitarianism,and problems such as“plate style teaching”,“shallow level teaching”and“vague and irregular performance evaluation”have systematic characteristics.This study focuses on the characterization of the dilemma and adopts a programmatic grounded research method to trace the dilemma category of interdisciplinary thematic learning from existing literature and expert interview data.Research has found that there are three levels of difficulties in the design of interdisciplinary thematic learning activities:ideological concepts,institutional systems,and social conditions.These are reflected in excessive reliance on fixed scripts,content isolation,lack of integration,and superficial integration.The content lacks coherence,is cross disciplinary and inconsistent,has limited learning goals,separates character and ability development,is closed in traditional teaching and research organizations,has weak openness and integration,relies on traditional educational methods,lacks interdisciplinary cognition,and is constrained by school environmental systems.There are six problems of inertia and fixation,all of which point to the systemic problem of“separation of learning and application”,manifested as solidification and superficiality.The fundamental problem also points to a lack of in-depth understanding of the essence of interdisciplinary learning.Based on this,it is proposed to break through the knowledge and logic boundaries with the new form of discipline integration of“big span”+“small span”,and break through the solidification with the modularized element configura
作者
聂竹明
施羽晗
韩锡斌
施文静
张迪
朱永海
Nie Zhuming;Shi Yuhan;Han Xibin;Shi Wenjing;Zhang Di;Zhu Yonghai(School of Educational Science,Anhui Normal University,Wuhu 241000,Anhui;Institute of Education,Tsinghua University,Beijing 100084;College of Elementary Education,Capital Normal University,Beijing 100089)
出处
《中国电化教育》
CSSCI
北大核心
2024年第10期94-102,共9页
China Educational Technology
基金
国家社会科学基金2023年度重大项目“数字教育形态研究”(项目编号:VCA230011)阶段性研究成果。
关键词
跨学科主题学习活动设计
系统性困境
扎根理论
学科整合新形态
“新课标”
designing interdisciplinary thematic learning activities
systemic dilemmas
rooted theory
new forms of disciplinary integration
“New Curriculum Standard”
