摘要
跨学科主题学习是否应该坚持学科立场,决定着跨学科主题学习未来的发展方向。掌握学科知识是提升综合能力的前提,跨学科主题学习无论怎样强调跨越学科边界、强调综合,都应以特定学科知识为核心,坚持学科立场。而对不同学科知识的综合运用,是将知识转化为能力的体现。因此,将“学知识”与“用知识”统一起来,即“学用一体”,是坚持学科立场的一种可行思路。分析优秀的跨学科主题学习案例可知,基于学科大概念确定跨学科学习的主题,既能使主题融入主干学科之中,又不妨碍向其他学科跨越,这有利于“学用一体”的实现。从“学用一体”的视角来看待跨学科主题学习,有助于我们更好地理解其学科立场,充分发挥跨学科主题学习的育人功能。
Whether interdisciplinary subject knowledge learning should adhere to a disciplinary stance determines the direction of its future development.Mastery of disciplinary knowledge forms the foundation for enhancing comprehensive competencies.Regardless of how strongly interdisciplinary thematic learning emphasizes on boundary-crossing and integration,it should remain grounded in specific disciplinary knowledge and maintain a disciplinary stance.The integrated application of knowledge from different disciplines reflects the transformation of knowledge into competence.Therefore,unifying“learning knowledge”and“applying knowledge”—that is,achieving an integration of learning and application—is a feasible approach to upholding a disciplinary stance.An analysis of exemplary cases of interdisciplinary thematic learning reveals that selecting themes based on core disciplinary concepts anchors them in a primary discipline while still allowing for extension into other disciplines,thus facilitating the realization of“learning-application integration”.Viewing interdisciplinary thematic learning from the perspective of“learning-application integration”deepens our understanding of its disciplinary stance and fully harness its educational value.
作者
周序
徐新雨
任炜东
ZHOU Xu;XU Xinyu;REN Weidong
出处
《西南大学学报(社会科学版)》
北大核心
2025年第4期264-271,331,共9页
Journal of Southwest University(Social Sciences Edition)
基金
全国教育科学“十四五”规划教育部重点课题“智能技术赋能区域中小学课堂教学评价研究”(DHA220405),项目负责人:任炜东。
关键词
跨学科主题学习
学科立场
大概念
interdisciplinary subject knowledge learning
disciplinary perspective
big idea
作者简介
周序,北京师范大学教育学部,副教授。
