【作 者】：
卜凡丽， 唐烨伟， 赵一婷， 庞敬文
【关 键 词 】：
跨学科教学； 跨学科教学能力； 教学行为； 事理图谱； 教学能力测评
【栏 目】：
学科建设与教师发展
【中文摘要】：
近年来，国家将跨学科教学置于重要位置，与此同时，跨学科教学对教师的跨学科教学能力提出了新要求。因此，如何评估教师跨学科教学能力，成为当下教育教学研究亟待解决的关键问题。研究通过文献分析将跨学科教学能力拆解为十个外显行为表现，制定了教师跨学科教学能力测评事理图谱行为编码体系。选取2022年全国信息科技优质课展示交流活动中的优质跨学科教学案例，并将案例分为混合型、对话型和讲授型三种课堂类型，采用滞后序列分析法分析教师的跨学科教学行为数据，构建跨学科教学能力测评事理图谱，提出八种跨学科教学行为模式。研究结果表明：教师的跨学科教学能力相对较好，跨学科知识储备丰富，思维意识融入良好，信息素养水平较高，知识融合能力较强，教学实施能力较优，评价反馈能力较佳。但相比较而言，讲授型课堂中教师的跨学科行为序列趋向于单一顺序结构，说明教师在教学过程中缺乏灵活性，且教师的跨学科评价能力、跨学科发展意识尚且不足，还需进一步提升。
【英文摘要】：
In recent years, the state has placed interdisciplinary teaching in an important position, which puts forward new requirements for teachers' interdisciplinary teaching abilities. Therefore, how to assess teachers' interdisciplinary teaching abilities has become a key issue that needs to be resolved in current education and teaching research. This study decomposed the interdisciplinary teaching ability into ten external behavioral manifestations through literature research method and established a behavioral coding system for the assessment of teachers' interdisciplinary teaching abilities. High-quality interdisciplinary teaching cases from the 2022 National Information Science and Technology Quality Class Display and Exchange Activities were selected and categorized into three types of classrooms: the integrated type, the dialogic type, and the lecturing type. Then, lag sequence analysis was used to analyze teachers' interdisciplinary teaching behavior data, an assessment event evolutionary graph of interdisciplinary teaching ability was constructed , and eight patterns of interdisciplinary teaching behavior were proposed. The results show that teachers have relatively good interdisciplinary teaching abilities, rich interdisciplinary knowledge reserves, well-integrated interdisciplinary thinking and awareness, high level of information literacy, strong abilities to integrate interdisciplinary knowledge, superior implementation of interdisciplinary teaching, and excellent interdisciplinary assessment and feedback abilities. However, in comparison, the sequence of teachers' interdisciplinary behavior in the lecture-based classrooms tends to be in a single sequential structure, indicating that teachers lack flexibility in teaching, and teachers' abilities in interdisciplinary assessment and their awareness of interdisciplinary development are still insufficient and need to be further improved.