【作 者】：
詹泽慧， 季 瑜
【关 键 词 】：
跨学科主题学习； 现象学； 跨学科素养； 本质构成； 评价
【栏 目】：
课程与教学
【中文摘要】：
面对百年未有之大变局，科学技术领域的融合式创新正深刻影响着教育，促使人们思考“怎么培养人”“培养什么人”以及“为谁培养人”。通过跨学科主题学习培育学生跨学科素养正是对这一时代追问的有力回应。当前，关于跨学科素养研究存在概念混同、本质解蔽以及评价缺位等困境。文章在厘清跨学科素养概念谱系的基础上，通过现象学还原方法追溯人与世界原初相遇的本真经验，知识、思维、实践与情感四维结构的关联为跨学科素养提供了本体论层面的现象学阐释。面向课程改革中跨学科素养“目标悬置”等实践困境，文章构建了跨学科素养“三环四维”结构模型和KT-AP评价罗盘，为素养导向的教育转型提供新视角和操作性评价框架。
【英文摘要】：
In an era marked by unprecedented global transformations, the convergent innovation in science and technology is profoundly reshaping education, prompting critical reflection on "how to cultivate people" and "what kind of people to cultivate". Cultivating students' interdisciplinary literacy through interdisciplinary thematic learning is a powerful response to these issues. However, the current research on interdisciplinary literacy is plagued by conceptual confusions, insufficient ontological clarity, and the absence of evaluative frameworks. On the basis of clarifying the conceptual spectrum of interdisciplinary literacy, the study employs the phenomenological reduction to trace the authentic experience of human original encounter with the world. By exploring the interrelation of knowledge, thinking, practice, and emotion, the study provides a phenomenological interpretation of interdisciplinary literacy at the ontological level. Addressing the practical dilemma of the "suspended goal" of interdisciplinary literacy in curriculum reform, the study constructs a "three-circl and four-dimension" structural model of interdisciplinary literacy and a KT-AP evaluation compass, which provide both a new perspective and operational evaluation framework for the literacy-oriented educational transformation.