摘要
“拼盘”式跨学科主题学习在形式上围绕一个共同主题开展跨学科学习,但在内容上各学科之间却“跨而不合”或“合而不深”,在结果上则难以导向对主题的深度理解。“拼盘”式跨学科主题学习的出现具有一定的必然性,它是学科性与跨学科性客观冲突、主学科与相关学科不同立场的博弈、预定设计的实践性调适的结果。“拼盘”式跨学科主题学习有助于跨学科主题学习实践样态的拓展与丰富,也可推进跨学科主题学习的积极稳妥落地。同时,它也可能带来一些缺憾:引发对跨学科主题学习的误读,难以彰显跨学科主题学习的应有价值。基于以上反思,当下乃至未来的跨学科主题学习既应主动实施“拼盘”,又需积极超越“拼盘”。
“Platter-style”interdisciplinary thematic learning is characterized by its formal approach of conducting interdisciplinary studies around a common theme.However,in terms of content,the integration between disciplines may be superficial or lacking in depth,making it difficult to lead to an in-depth understanding of the theme.The emergence of this type of learning is somewhat inevitable;it is the result of objective conflicts between disciplinarity and interdisciplinarity,the strategic interactions between major and rela-ted disciplines,and the practical adjustments of pre-designed plans.“Platter-style”interdisciplinary thematic learning can contribute to the expansion and enrichment of the practice of interdisciplinary thematic learning and promote its positive and cautious implementation.At the same time,it may also have some shortcomings:it could lead to misinterpretations of interdisciplinary thematic learning and fail to highlight its true value.Based on these reflections,current and future interdisciplinary thematic learning should actively implement the“platter”approach while also striving to transcend it.
作者
温小军
WEN Xiaojun(College of Humanities,Guangzhou University,Guangzhou,Guangdong 510006,China)
出处
《湖南师范大学教育科学学报》
CSSCI
北大核心
2024年第2期26-32,共7页
Journal of Educational Science of Hunan Normal University
基金
教育部哲学社会科学研究重大课题攻关项目“中华优秀传统文化在语文教材中的传承研究与数据库建设”[20JZD049]
广州市高等教育教学质量与教学改革工程教学团队项目“语文教师教育类课程群教学”[2022JXTD008]。
关键词
跨学科主题学习
“拼盘”式
学科
跨学科
interdisciplinary thematic learning
“platter-style”
discipline
interdisciplinarity
作者简介
温小军,广州大学人文学院副教授。
