跨学科主题学习，灌小在行动 Interdisciplinary thematic learning

跨学科主题学习，灌小在行动

Interdisciplinary thematic learning

      随着教育改革不断向纵深推进，《义务教育课程方案（2022年版）》直面新时代的教育需求，进一步明确了“培养什么样的人、怎样培养人、为谁培养人”的教育目标，在修订和完善各学科课程标准的过程中，强调了基于核心素养发展要求，设计课程内容，增强内容与育人目标的联系，优化内容组织形式。《方案》特别指出，要设立跨学科主题学习活动，加强学科间相互联系，带动课程综合化实施，强化实践性要求。

      As the education reform continues to advance in depth, the Compulsory Education Curriculum Programme (2022 Edition) faces up to the educational needs of the new era and further clarifies the educational objectives of "what kind of people to train, how to train people and for whom to train people". In the process of revising and improving the curriculum standards of various subjects, emphasis has been placed on designing the content of the curriculum based on the development of core literacies, strengthening the links between the content and the educational objectives and optimising the organisation of the content. In particular, the Programme states that interdisciplinary thematic learning activities should be established to strengthen interdisciplinary links, drive integrated curriculum implementation and reinforce practical requirements.

      为深入探讨和理解跨学主题学习的范畴、途径和策略，引导学校和教师深度关注和研究跨学科主题学习，我们灌州小学校全体老师以教研组和跨学科项目组成员共同学习了教育部基础教育跨学科召开的2022年第一届全国跨学科主题学习线上研讨会。

      In order to discuss and understand in depth the scope, approaches and strategies of interdisciplinary thematic learning, and to guide schools and teachers to pay in-depth attention to and study interdisciplinary thematic learning, all teachers in our primary school in Irrigation studied together as members of the teaching and research team and the interdisciplinary project team for the first national online seminar on interdisciplinary thematic learning held by the Ministry of Education for Basic Education Interdisciplinary in 2022.

      之所以要进行跨学科主题学习，究其原因是学科的育人价值隐含于学科知识之中，传统的教学方式与学习方式无法充分释放和挖掘学科育人价值，因此，教与学的方式必须发生变革。义务教育课程标准对此明确回应，“跨学科主题学习”是养成学生核心素养的重要途经。在这次研讨会中，灌州小学校高度重视，全体教师认真学习，积极探讨，为跨学科主题学习赋能，让学生把静态的知识变成学生主动活动，通过主题活动在观察、思考、实践中解决问题。

      The reason for interdisciplinary thematic learning is that the nurturing value of subjects is implicit in subject knowledge, and traditional teaching and learning approaches cannot fully unlock and exploit the nurturing value of subjects. The curriculum standards for compulsory education clearly state that 'cross-curricular thematic learning' is an important means of developing core literacy in students. In this workshop, the primary school attached great importance to the theme-based learning, and all the teachers studied and discussed the theme-based learning to empower students to turn static knowledge into active activities, and to solve problems through observation, reflection and practice.

      经过前期的梳理和结合此次学习，我们以课程、实践、探究三个维度作为落脚点来设计符合本学校的跨学科主题学习课程。例如本次运动会各班的海报设计主题课程，本草园的劳动主题课程等，学生在主题课程中遇到问题，分析问题，总结经验，解决问题。

      After the initial sorting out and combining with this study, we used the three dimensions of curriculum, practice and inquiry as the anchor point to design a cross-curricular thematic learning curriculum that fits our school. For example, the poster design theme lesson for each class in the Games, and the labour theme lesson in Honcho Park, etc. Students encounter problems, analyse them, draw lessons and solve problems in the theme lessons.

      跨学科主题学习是时代发展的必然，也是新时期教师必备素质和教学的努力方向。唯有坚持跨学科融合，我们的教学才会有真正的突破，并实现新的生长和跨越，也唯有这样才能拓宽学生的学习路径，培养出无愧于这个时代的创新人才。

      Interdisciplinary thematic learning is an inevitable development of the times, and a necessary quality for teachers and teaching efforts in the new era. Only by insisting on interdisciplinary integration will our teaching make real breakthroughs and achieve new growth and leaps, and only in this way will we be able to broaden students' learning paths and cultivate innovative talents worthy of this era!