学科融合视角下项目式学习的案例研究——以“地球运动中的数学问题”项目为例

A Case‑Study of Project‑Based‑Learning from the Perspective of Inter‑Disciplinary Integration—Taking the Project “Mathematical Problems in Earth’s Motion” as an Example

摘要: 学科融合与项目式学习是当前基础教育课程改革的重要方向。2022年版义务教育课程方案明确提出“加强学科间相互关联”，并要求各学科安排不低于10%的课时用于跨学科主题学习。地理学作为一门综合性强、与数学联系紧密的学科，为数学教育提供了丰富的应用情境。本文在梳理学科融合与项目式学习核心概念的基础上，以建构主义理论、多元智能理论和布鲁纳发现学习理论为分析框架，对“地球运动中的数学问题”项目进行案例研究。以“建模–实验–应用”为闭环，通过构建黄赤交角立体几何模型、运用太阳高度角公式优化建筑采光、利用球面几何分析最短航线等一系列实践，实现了数学与地理的深度融合和交叉应用，符合高中数学课程标准中强调培养学生数学建模、逻辑推理和数据分析等核心素养要求。

Abstract: Inter‑disciplinary integration and project-based learning are important directions of the current basic education curriculum reform. The 2022 version of the compulsory education curriculum plan clearly states “strengthen the interrelation among subjects”, and requires each subject to allocate no less than 10% of class hours for interdisciplinary theme learning. Geography, as a highly comprehensive discipline with close ties to mathematics, provides rich application scenarios for mathematics education. This article, based on the core concepts of inter‑disciplinary integration and project-based learning, uses constructivist theory, multiple intelligences theory, and Bruner’s discovery learning theory as the analytical framework, and conducts a case study on the “Mathematical Problems in Earth Movement” project. With a closed loop of “modeling—experimentation—application”, through the construction of a three-dimensional geometric model of the obliquity of the ecliptic, the optimization of building lighting using the solar altitude angle formula, and the analysis of the shortest route using spherical geometry, etc., the deep integration and cross-application of mathematics and geography were achieved, which conforms to the requirements of the high school mathematics curriculum standards that emphasize cultivating students’ core competencies such as mathematical modeling, logical reasoning, and data analysis.