摘要
跨学科学习以核心素养为目标指向,已然成为新形势下育人方式变革的重要突破口。中小学语文跨学科学习立足于语文学科,统筹多学科资源,以问题为导向,开展学科实践,以培养学生的高阶思维及核心素养为目的,具有学科理解性、综合实践性、人文工具性和可迁移性。然而,中小学语文跨学科学习在实施过程中存在本质理解偏倚、跨而不合、环境设计异化、教师教学胜任力欠缺及评价机制不完善等诸多现实困境。因此,中小学语文跨学科学习需要回归本质,理性认识语文跨学科学习;开发课程,构建语文跨学科课程模型;创设环境,优化语文跨学科环境设计;提高能力,培育教师跨学科教学力;完善机制,构建跨学科教育评价体系。
Interdisciplinary learning with core literacy as its goal has become an important breakthrough in the reform of education methods under the new circumstances.The interdisciplinary learning of Chinese in primary and secondary schools is based on the Chinese discipline,and integrates multidisciplinary resources to carry out subject practice with the aim of cultivating students'higher-order thinking and core literacy.It has the characteristics of subject understanding,comprehensive practice,humanistic tool and transferability.However,there are many practical difficulties in the implementation of Chinese cross-disciplinary learning in primary and secondary schools,such as essential understanding bias,cross-incompatibility,alienation of environment design,lack of teachers'teaching competence and imperfect evaluation mechanism.Therefore,Chinese interdisciplinary learning in primary and secondary schools needs to return to the essence and rationally understand Chinese interdisciplinary learning;develop curriculum and construct Chinese interdisciplinary curriculum model;create the environment,optimize the Chinese interdisciplinary environment design;improve teachers'ability and cultivate teachers'interdisciplinary teaching ability;and improve the mechanism and build an interdisciplinary education evaluation system.
作者
曾思
陈凤至
谭诤
ZENG Si;CHEN Fengzhi;TAN Zheng
出处
《吉林省教育学院学报》
2024年第8期54-63,共10页
Journal of Jilin Provincial Institute of Education
基金
2022年江西省教育科学“十四五”规划课题“公办小学教育集团化办学运行机制研究——以赣州市为例”(22YB190)
江西省学位与研究生教育教学改革项目“教育硕士体验式案例教学改革理论与实践研究”(JXYJG-2020-175)
关键词
语文
跨学科学习
学科整合
体系建构
Chinese
interdisciplinary learning
discipline integration
system construction
