跨学科主题学习走向深度的路径探寻——以小学数学为例

Exploring the Path to Deepening Interdisciplinary Thematic Learning—A Case Study in Elementary School Mathematics

摘要: 跨学科主题学习已成为核心素养时代育人方式变革的突破口和切入点，但在实践中存在“热闹有余，深度不足”等现象，需要从“浅表”走向“深度”。那么如何实施跨学科主题学习，以保证学生学习的有序与深度发生？这就需要我们探寻数学跨学科主题学习的实施路径，包括以源自真实情境的大问题、大任务作为组织中心、在多门学科“学以致用”中实现“用以致学”、通过“学习赋权”助力学生自主投入与反思建构。

Abstract: Interdisciplinary thematic learning has become a breakthrough and entry point for the transformation of education in the era of core literacy. However, in practice, there is a phenomenon of being “lively but lacking depth”. To ensure orderly and indepth learning for students, we need to move from superficiality to depth. Implementing interdisciplinary thematic learning requires exploring the implementation path of interdisciplinary thematic learning in mathematics. This includes using significant problems and tasks derived from authentic contexts as the organizing center, achieving “learning through application” across multiple subjects, and empowering students through “learning empowerment” to facilitate their autonomous engagement and reflective construction.