【作 者】：
袁 磊， 王 阳
【关 键 词 】：
数字教育； 跨学科教学； 技术赋能； 核心素养
【栏 目】：
课程与教学
【中文摘要】：
数字教育是数字中国的重要组成部分和重点发展领域，数字技术赋能中小学跨学科教学成为深化基础教育课程教学改革的重要实践路向。针对当下中小学跨学科教学面临协同教学形式化、内容组织简单化、数字资源匮乏化、学习探究浅表化、教学评价空心化等多维困境，从教师、课程、资源、学习、评价五个维度分析了数字技术赋能纾解跨学科教学多维困境的可行性。从大概念统整的中小学跨学科教学设计、多师协同的中小学跨学科教学实施、循证导向的中小学跨学科教学评价三个环节构建了素养导向、技术赋能的中小学跨学科教学组织框架，并从加快构建跨学科知识图谱、营造跨学科教学的健康生态、夯实教师跨学科教学能力三方面提出了保障举措，以期推动中小学跨学科教学规模化、常态化开展。
【英文摘要】：
Digital education is an important component and key development field of Digital China. Digital technology empowering interdisciplinary teaching in primary and secondary schools has become an important practical way to deepen the curriculum and teaching reform of basic education. In view of the multi-dimensional dilemmas faced by interdisciplinary teaching in primary and secondary schools, such as the formalization of collaborative teaching, the simplification of content organization, the shortage of digital resources, the superficialization of learning inquiry, and the hollowing out of teaching evaluation, this paper analyzes the feasibility of digital technology-empowered interdisciplinary teaching to alleviate the multi-dimensional dilemmas from five dimensions: teacher, curriculum, resource, learning and evaluation. A competence-oriented, technology-empowered organizational framework for interdisciplinary teaching in primary and secondary schools has been constructed from the design of interdisciplinary teaching with the unification of big ideas, the implementation of interdisciplinary teaching with the coordination of multiple teachers, and the evaluation of interdisciplinary teaching with evidence-based guidance. Three measures are put forward to accelerate the construction of interdisciplinary knowledge map, create a healthy ecology of interdisciplinary teaching, and consolidate teachers' interdisciplinary teaching ability with the aim of promoting the scale and normalization of interdisciplinary teaching in primary and secondary schools.