基于工程设计流程的初中科学跨学科项目学习实践——以“制作塔台”为例

Interdisciplinary Project-Based Learning Practice in Junior Secondary Science Based on the Engineering Design Process—Taking “Making a Tower” as an Example

摘要: 《义务教育科学课程标准（2022年版）》强调技术与工程实践是培养学生核心素养的重要途径。针对当前跨学科教学中存在的“拼盘式”“学用割裂”等问题，本文以“制作塔台”项目为例，构建了以工程设计流程为主线的跨学科学习模型。该模型引导学生经历五个阶段，在此过程中有机整合物理、数学等学科知识与思维方法。实践表明，该项目学习能有效激发学生内在动机，培养其系统思维、设计思维、批判性思维及团队协作能力，为在初中科学领域开展深度跨学科项目学习提供了可资借鉴的范式。

Abstract: “The Science Curriculum Standards for Compulsory Education (2022 Edition)” emphasize that technology and engineering practices are important pathways for cultivating students’ core competencies. Addressing the prevalent issues of “patchwork” integration and “disconnection between learning and application” in current interdisciplinary teaching, this paper takes the “Making a Tower” project as an example to construct an interdisciplinary learning model centered on the engineering design process. The model guides students through five stages, integrating knowledge and thinking methods from physics, mathematics, and other disciplines. Practice shows that this project-based learning effectively stimulates students’ intrinsic motivation and cultivates their systems thinking, design thinking, critical thinking, and teamwork skills, providing a replicable paradigm for in-depth interdisciplinary project-based learning in junior secondary science.