数学跨学科学习的研究现状与趋势分析——基于CiteSpace的知识图谱可视化分析

Research Status and Trend Analysis of Interdisciplinary Learning in Mathematics—Visualization Analysis of Knowledge Graph Based on CiteSpace

摘要: 跨学科学习是建构各学科知识之间的桥梁，促进课程内容综合化、结构化的重要路径，也是推动学生核心素养形成的重要载体。通过梳理相关文献，并利用CiteSpace软件对2018~2025期间中国知网收录的438篇文献进行知识图谱分析，直观呈现近十年来数学跨学科学习的主要研究内容以及未来研究趋势。结果显示数学跨学科学习经历了缓慢起步、持续探究和快速发展三个阶段；研究方向为理论研究、实践研究和整合策略；研究前沿聚焦于活动设计、案例开发、实践活动和实践研究，对研究热点核心素养、实施路径、主题学习、项目学习和深度学习进行具体阐述分析。基于此，未来研究应该围绕真实问题情境，促进学生对跨学科的理解；强化学科融合观念，发挥数学学科引领作用；加强教师团队学习，提高跨学科素养；建立健全评价体系，保障跨学科学习有效实施。

Abstract: Interdisciplinary learning is an important pathway for constructing bridges between knowledge from various disciplines, promoting the integration and structuring of curriculum content, and also serving as a crucial carrier for fostering students’ core competencies. By sorting out relevant literature and using CiteSpace software to conduct knowledge graph analysis on 438 articles included in China National Knowledge Infrastructure from 2018 to 2025, the main research content and future research trends of interdisciplinary learning in mathematics in the past decade are visually presented. The results show that interdisciplinary learning in mathematics has gone through three stages: slow start, continuous exploration, and rapid development; the research direction is theoretical research, practical research, and integration strategies; the research frontier focuses on activity design, case development, practical activities, and practical research, elaborating and analyzing the core competencies, implementation paths, thematic learning, project-based learning, and deep learning of research hotspots. Based on this, future research should focus on real-life problem scenarios to promote students’ understanding of interdisciplinary fields; strengthen the concept of disciplinary integration and give full play to the leading role of mathematics discipline; strengthen teacher team learning and enhance interdisciplinary competence; establish a sound evaluation system to ensure the effective implementation of interdisciplinary learning.