初中英语跨学科主题学习的设计与应用——以人教版八年级下册Unit 7“What’s the Highest Mountain in the World”为例

Design and Application of Interdisciplinary Theme-Based Learning in Junior High School English—A Case Study of Unit 7 “What’s the Highest Mountain in the World?” from the People’s Education Press Grade 8 Volume 2

摘要: 随着《义务教育课程方案(2022年版)》明确提出“加强课程综合，注重关联”的要求，跨学科主题学习已成为落实核心素养培育的重要路径。以人教版初中《英语》八年级(下) Unit 7“What’s the Highest Mountain in the World?”为例，探讨初中英语跨学科主题教学的设计与应用。通过分析单元语篇内容，挖掘地理、历史、体育、信息技术等学科的融合点，构建主题意义导向的教学目标，设计多层次语言实践活动。结合真实情境，提出“分析语篇内涵–设立跨学科目标–开展多模态活动”的教学路径，并以角色扮演、数据可视化、项目式学习等策略为例，展现英语与多学科协同育人的实践模式。文章进一步探讨了跨学科教学中教师合作的模式，系统梳理了内容与语言整合学习(CLIL)等相关理论，并分析了实施过程中可能面临的挑战及其应对策略。研究旨在为一线教师提供跨学科主题教学设计思路，促进学生语言能力与核心素养的融合发展。

Abstract: With the explicit requirement of “strengthening curriculum integration and emphasizing interdisciplinary connections” put forward in the “Compulsory Education Curriculum Plan (2022 Edition)”, interdisciplinary theme-based learning has become a crucial pathway for cultivating core competencies. Taking Unit 7 “What’s the Highest Mountain in the World?” from the PEP English textbook for Grade 8 (Second Semester) as an example, this study explores the design and implementation of interdisciplinary theme-based teaching in junior high school English. By analyzing the textual content of the unit, integration points with subjects such as geography, history, physical education, and information technology are identified. The study further constructs theme-driven teaching objectives and designs multi-level language practice activities. Within authentic contexts, a teaching framework is proposed, which includes “analyzing textual meaning—establishing interdisciplinary goals—carrying out multimodal activities”. Strategies such as role-playing, data visualization, and project-based learning are illustrated to demonstrate practical models of collaborative education between English and other disciplines. This paper also discusses models of teacher collaboration in interdisciplinary teaching, systematically reviews relevant theories such as Content and Language Integrated Learning (CLIL), and analyzes potential challenges in implementation along with corresponding strategies. The research aims to provide practical teaching insights for frontline educators, facilitating the integrated development of students’ language proficiency and core competencies.