超越内容知识：以学科读写素养重构英语跨学科主题学习

Beyond Content Knowledge: Reconstructing English Interdisciplinary Thematic Learning through Disciplinary Literacy

摘要: 当前英语跨学科主题学习多以学科内容知识为抓手，强调学生在学习英语的同时习得其他学科知识。然而，这一模式因学生英语语言能力与认知水平不匹配而容易陷入双重浅表化困境。本文认为，英语跨学科主题学习应首先明确其学科立场，即以发展学生的英语语言能力为根本旨归。在此基础上，本文进一步指出，语言与其他学科之间存在两种关联：一是语言作为学科内容的载体，二是语言体现了学科独特的话语方式。前者本质上是工具性的，偏离了语言学科的本质定位；后者则与语言学习存在实质性的内在联系，指向学生学科读写素养的发展。据此，本文提出以学科读写素养为核心重构英语跨学科主题学习，引导学生探究不同学科“如何表达”以及“为何如此表达”。这一路径将跨学科学习的深度从内容的纵深转向话语方式的纵深，既能够促进学生跨学科素养的发展，又能够服务于英语学科核心素养的落实，从而为英语跨学科主题学习的理论探索与教学实践提供新的视角。

Abstract: Current approaches to English interdisciplinary thematic learning predominantly focus on disciplinary content knowledge, emphasizing students’ acquisition of knowledge from other disciplines while learning English. However, this approach encounters the dilemma of dual superficiality due to the mismatch between students’ English language proficiency and cognitive levels. This paper argues that English interdisciplinary thematic learning should first clarify its disciplinary stance, namely, taking the development of students’ English language competence as its fundamental goal. Building on this premise, the paper further identifies two types of connections between language and other disciplines: language as a carrier of disciplinary content, and language as a manifestation of discipline-specific discourse practices. The former is essentially instrumental and deviates from the essential nature of language as a discipline; the latter has a substantive connection with language learning, pointing toward the development of students’ disciplinary literacy. Accordingly, this paper proposes reconstructing English interdisciplinary thematic learning with disciplinary literacy at its core, guiding students to explore how different disciplines express ideas and why they express them in such ways. By shifting the depth of interdisciplinary learning from content mastery to discourse analysis, this approach not only promotes the development of students’ interdisciplinary competence but also serves the cultivation of English core competencies, thereby offering new perspectives for both theoretical exploration and teaching practice in English interdisciplinary thematic learning.