【作 者】：
杜 文 彬
【关 键 词 】：
跨学科主题学习； 新课标； 大概念； 单元教学； 逆向设计
【栏 目】：
课程与教学
【中文摘要】：
从新方案的课程板块意义出发，跨学科主题学习可被界定为一种以学科核心素养为纲、立足学科实践的综合学习，旨在使学生经历“有意义的话题”牵引下的问题解决过程。跨学科主题学习的设计应以大概念作为学习“锚点”，以单元整体教学作为基本组织形态，并遵循逆向设计基本结构。在概念边界与设计理路规约下，研究构建了包含筛选大概念、确定跨学科设计主题、明确指向概念理解的学习目标、设计表现性评价任务以及组织问题链牵引的学习过程五个关键步骤的跨学科主题学习设计实践模式，并以语文学科主导的“破壳而出”跨学科主题学习为例对该模式进行了解释。
【英文摘要】：
Starting from the significance of interdisciplinary thematic learning in the new curriculum, interdisciplinary thematic learning can be defined as a comprehensive learning based on disciplinary core competence and disciplinary practice, aiming at enabling students to experience the problem-solving process under the guidance of "meaningful topics". The design of interdisciplinary thematic learning should take the big idea as the "anchor point" of learning, take the unit teaching as the basic organization form, and follow the basic structure of backward design. Under the conceptual boundaries and design rationale, the study constructs a practical model of interdisciplinary thematic learning design, which includes five key steps: screening big ideas, determining the theme of interdisciplinary design, clarifying learning objectives for conceptual understanding, designing performance-assessment tasks and organizing the learning process guided by the chain of problems. This model is explained with the example of the interdisciplinary thematic learning of "breaking out of the shell" led by Chinese subject.