【作 者】：
于 颖， 候继仓， 于兴华
【关 键 词 】：
跨学科主题学习； 融合； 科学与技术课程； 大概念； 问题解决
【栏 目】：
历史与国际比较
【中文摘要】：
在我国新一轮基础教育课程改革中，跨学科主题学习因其有利于突破学科边界解决复杂问题备受瞩目，成为未来数字人才培养的重要途径。如何“跨”？“跨”到什么程度？这成为当前一线课程与教学直面的新挑战。为了厘清跨学科主题学习设计的逻辑理路，适当借鉴发达国家跨学科课程与教学的有益经验，研究分析了加拿大教育强省安大略省于2022年发布的科学与技术课程标准文本。通过文本分析发现，安大略省高度重视STEM跨学科主线在课程架构中的统领作用，把跨学科大概念理解作为课程与教学的内在机理，并采用跨学科和融合学习两种形式开展教学。汲取其启示，跨学科主题学习首先要理解跨学科意蕴，聚焦核心素养育人目标，其次，探索出适合我国国情的跨学科主题学习设计理路，包括：立足本体学科提取学科大概念，形成“学科大概念群”；聚合学科学习与真实生活，形成“跨学科主题群”；设计“问题链—任务簇—证据集”，在问题解决中实现跨学科融合。
【英文摘要】：
In the new round of basic education curriculum reform in China, interdisciplinary thematic learning has attracted much attention because it can help to break through the boundaries of disciplines to and solve complex problems, and it has become an important approach to cultivate digital talents in the future. How to "cross"? To what extent? It has become a new challenge for current curriculum and teaching. In order to clarify the logic of interdisciplinary thematic learning design, and appropriately draw on the useful experience of interdisciplinary curriculum and teaching in developed countries, this paper studies and analyzes the science and technology curriculum standards released in 2022 by Ontario, Canada. Through text analysis, it is found that Ontario attaches great importance to the leading role of the interdisciplinary main line of STEM in the curriculum structure, takes the understanding of interdisciplinary big ideas as the internal mechanism of curriculum and teaching, and adopts two forms of interdisciplinary and integrated learning to carry out teaching. Drawing on its inspiration, interdisciplinary thematic learning should, firstly, understand the interdisciplinary implications and focus on the core competencies. Secondly, it is necessary to explore the approach of designing interdisciplinary thematic learning suitable for China's national conditions, which includes extracting the big ideas from ontology disciplines to form "big idea clusters of disciplines", integrating discipline learning and real life to form "interdisciplinary thematic groups", and designing "problem chain- task cluster- evidence set" to achieve interdisciplinary integration in problem solving.