职前科学教师跨学科整合能力培养路径研究

Research on the Cultivation Path of Interdisciplinary Integration Competency for Pre-Service Science Teachers

摘要: 随着教育领域中以核心素养为导向的科学教育改革的不断深化，跨学科的整合能力已经成为职前科学教师培训的中心目标。本文通过对大量文献的深入研究，首先明确了在实施新课程标准、培育学生的核心能力以及推动教师的专业成长三大领域中，培育职前科学教师的跨学科融合技能的关键性。此外，该研究深度探讨了我国当前职前培训体系所遭遇的“三断层问题”：即能力模型与新课程标准的不匹配、课程内容的碎片化以及缺乏协同平台和实践机会的实践断裂。面对上述的挑战，本研究提出了一个“课程–机制–平台”的三维整合培养策略：在课程设计上，我们主张创建一个模块化、项目化和贯通化的综合课程体系；在教育机制方面，我们的目标是优化大学、中小学以及社会组织之间的多元合作教育体系；在这个平台上，我们提议构建一个线上与线下相结合的赋能实践环境。这三个方面紧密结合，目的是系统性地提高我国职前科学教师的跨学科融合能力，并从根本上确保科学教育的高质量，为此提供理论依据和实践建议。

Abstract: With the continuous deepening of science education reform oriented towards core competencies in the educational field, interdisciplinary integration competency has become a central goal in pre-service science teacher training. Through an in-depth review of extensive literature, this study first clarifies the critical importance of cultivating interdisciplinary integration skills among pre-service science teachers in three key areas: implementing the new curriculum standards, fostering students’ core competencies, and promoting teachers’ professional growth. Furthermore, the research deeply explores the “three disconnection problems” currently encountered in China’s pre-service training system: the mismatch between competency models and the new curriculum standards, the fragmentation of course content, and the practical disconnection due to a lack of collaborative platforms and practical opportunities. In response to these challenges, this study proposes a three-dimensional integrated cultivation strategy of “curriculum-mechanism-platform”: In terms of curriculum design, we advocate for the creation of a comprehensive curriculum system that is modular, project-based, and coherent. Regarding the educational mechanism, our goal is to optimize the multi-collaborative education system involving universities, primary and secondary schools, and social organizations. On the platform front, we propose building an empowered practice environment that integrates online and offline elements. These three aspects are closely intertwined, aiming to systematically enhance the interdisciplinary integration competency of pre-service science teachers in China, fundamentally ensure the high quality of science education, and provide theoretical foundations and practical recommendations for this endeavor.