中小学语文跨学科学习的内涵特征、现实困境及纾解
The Connotation,Characteristics,Predicament and Solutions of Chinese Interdisciplinary Learning in Primary and Secondary Schools
曾思 1陈凤至 1谭诤1
作者信息
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.
Abstract
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 prima-ry 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 charac-teristics 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 interdisciplin-ary learning;develop curriculum and construct Chinese interdisciplinary curriculum model;create the environ-ment,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.
关键词
语文/跨学科学习/学科整合/体系建构Key words
Chinese/interdisciplinary learning/discipline integration/system construction引用本文复制引用
基金项目
2022年江西省教育科学"十四五"规划课题(22YB190)
江西省学位与研究生教育教学改革项目(JXYJG-2020-175)
出版年
2024
NETL
NSTL
万方数据