【作 者】：
钟柏昌， 刘晓凡， 陈岚鑫
【关 键 词 】：
师范生； 新师范； 跨学科创新能力； 跨学科教育； STEM教育； 夏令营
【栏 目】：
学科建设与教师发展
【中文摘要】：
面对日益复杂的教育情境，师范生如果依旧囿于单一学科知识、缺乏必要的学科整合能力，不仅无益于自身创新能力的培养，也将难以有效培养学生的创新能力。越来越多的迹象表明，跨学科教育将成为新师范教育改革的重要路向。要在新师范教育中落实跨学科教育理念，除了培养主体的理念转型和能力提升外，还特别需要做好四大客体要素（教育目标、教育内容、教育活动、评价体系）的革新。因此，文章从跨学科创新能力培养的目标定位出发，以跨学科教育作为核心内容，设计了“学教融合”的教育活动以及“证据导向”的教育评价，进而构建了面向师范生跨学科创新能力培养的基本框架，并依此开展了首届“新师范”融合创新夏令营，为跨学科创新型师范生的培养探索了理论框架与实践经验。
【英文摘要】：
In the face of increasingly complex educational contexts, if normal students are still confined to a single discipline and lack the necessary ability to integrate disciplines, they will not only be unhelpful to the cultivation of their own innovative abilities, but will also find it difficult to effectively cultivate the students' innovative abilities of the next generation. More and more signs show that interdisciplinary education will become an important direction for the reform of the new teacher education. In order to implement the concept of interdisciplinary education in the new teacher education, in addition to the conceptual transformation and capacity enhancement of the training subjects, it is especially necessary to do a good job of innovating the four major object elements (educational objectives, educational content, educational activities, and evaluation system). Therefore, starting from the goal orientation of interdisciplinary innovative ability cultivation, this paper takes interdisciplinary education as the core content and designs educational activities of "learning and teaching integration" and "evidence-oriented" educational evaluation. Furthermore, the basic framework for the cultivation of interdisciplinary innovative ability for normal students has been established, and the first "New Teacher education" summer camp has been launched accordingly, which explores the theoretical framework and practical experience for the cultivation of interdisciplinary and innovative normal students.
【下 载】：
“新师范”背景下师范生跨学科创新能力培养的 基本框架与实践案例