小学教师跨学科教学素养的发展现状、存在问题与提升路径
Development Status,Issues,and Improvement Paths for Interdisciplinary Teaching Competence of Primary School Teachers
燕学敏1
作者信息
- 1. 中国教育科学研究院教师发展研究所 100088
- 折叠
摘要
教师跨学科教学素养是落实《新课标》跨学科主题学习的关键.调查发现:教师对跨学科教学素养总体主观感知较好、持欢迎接纳的心态、具备一定的跨学科知识.但是,在跨学科主题教学能力、跨学科教学评价等方面,教师的评价普遍偏低.差异分析显示,教龄处于中段的中坚力量的教师以及乡村教师在跨学科教学素养水平上稍显不足,外部资源支持与教师跨学科教学素养的形成之间存在显著的正相关关系.为此,应从制度设计、组织支持与个体发展层面持续发力,形成从教师供给侧、教研培训以及自我学习等方面一体化发展路径,推动跨学科教学从政策倡导走向课堂常态.
Abstract
The development of teachers' interdisciplinary teaching competencies is crucial for advancing interdisciplinary thematic learning.This research has found that teachers generally have a positive perception of their interdisciplinary teaching competencies and are welcoming towards interdisciplinary thematic instruction,with a certain foundation in interdisciplinary knowledge.However,evaluations of teachers' abilities in interdisciplinary thematic teaching and assessment are generally low.Analysis of differences shows that teachers with mid-level teaching experience and those in rural areas exhibit slightly lower levels of interdisciplinary teaching competencies.There is a significant positive correlation between external resource support and teachers' interdisciplinary teaching competencies.Therefore,efforts should be made at the levels of institutional design,organizational support,and individual development to form a complete loop from teacher training to practical application,promoting the transition of interdisciplinary teaching from policy advocacy to classroom practice.
关键词
跨学科教学素养/小学教师/实证研究Key words
interdisciplinary teaching competence/primary school teachers/empirical research引用本文复制引用
出版年
2025
NETL
NSTL
万方数据