摘要
“跨学科教学”是一种蕴含高阶思维的教学范式,对推动育人方式变革意义重大。在21世纪强调知识整合的理念下,加拿大安大略省积极推动跨学科教学改革发展。其跨学科教学已成体系,改革经验值得借鉴。具体来说,安大略省的跨学科教学是在进步主义思潮的驱动下萌发、在徘徊中逐步走向整合与分科的平衡的,在价值层面体现出人本取向、能力取向、生活取向。在这些取向的指引下,安大略省形成了围绕“主题”的跨学科知识链、关注“探究”的多样化活动链和指向“学习”的多维度评价链的跨学科教学实践路径。这些探索为我国推进跨学科教学带来重要启示:以制度为先导,构建跨学科教学共生系统;以主题为引领,实施跨学科探究实践活动;以学生为中心,完善跨学科教学评价机制。
"Interdisciplinary teaching"is a teaching paradigm that contains high-level thinking,which is of great significance to promoting the transformation of education methods.Under the concept of emphasizing knowledge integration in the 21st century,Ontario,Canada,actively promotes the reform and development of interdisciplinary teaching.Its interdisciplinary teaching has become a system,and its reform experience is worth learning from.Specifically,Ontario's interdisciplinary teaching was born under the drive of progressive thought,and gradually moved towards a balance between integration and division of subjects in hesitation.It reflects a humanistic orientation,ability orientation,and life orientation at the value level.Under the guidance of these orientations,Ontario has formed an interdisciplinary teaching practice path with an interdisciplinary knowledge chain around"theme",a diversified activity chain focusing on"exploration",and a multi-dimensional evaluation chain pointing to"learning".These explorations have brought important inspirations to my country's promotion of interdisciplinary teaching,namely,taking the system as the guide to build an interdisciplinary teaching symbiotic system;taking the theme as the guide to implement interdisciplinary inquiry practice activities;and taking students as the center to improve the interdisciplinary teaching evaluation mechanism.
作者
胡蓉
余靖宇
HU Rong;YU Jingyu(College of Teacher Education,Southwest University,Chongqing 400715,China;Sichuan Chengdu No.49 High School,Chengdu 610051,China)
出处
《外国教育研究》
北大核心
2025年第3期43-58,共16页
Studies in Foreign Education
基金
中央高校基本科研业务费专项资金资助“劳动育人:乡村振兴视域下的研学旅行课程建设”(课题批准号:SWU2109342)。
作者简介
胡蓉,西南大学教师教育学院副教授;余靖宇,四川省成都市第四十九中学校教师。
