“跨学科英语教学”研究回顾与展望——基于2001~2025年知网期刊文献的可视化分析

“Interdisciplinary English Language Teaching”: A Review and Prospect—A Visual Analysis Based on CNKI Journal Literature (2001~2025)

摘要: 随着课程改革的推进，跨学科英语教学正成为外语教育领域的重要研究方向。文章借助CiteSpace软件，从发文量、作者、研究机构、研究热点及趋势等维度，对2001~2025年期间知网期刊有关跨学科英语教育主题下287篇文献进行了可视化分析。研究发现：发文量总体呈上升趋势，近年来热度急剧增长；在跨学科英语教学领域的作者、机构之间合作网络密度极低，尚未形成规模化的核心作者群和稳定的跨学科协作体系；近25年来，我国跨学科英语教学研究已形成以跨学科融合为核心、核心素养为价值导向的发展格局，基础教育阶段为政策驱动的热点区域，高等教育正经历新文科范式转型，AI工具也逐步融入教学，但教师发展、教材开发与评价机制仍是薄弱环节，整体正从理念走向实践。在未来研究中，应加强教师跨学科能力发展的实证研究，系统开发跨学科教材与AI赋能的多元评价工具，拓展高等教育与职业教育阶段的跨学科探索，并依托本土化理论拓展不同课型的教学。

Abstract: With the advancement of curriculum reform, interdisciplinary English teaching is emerging as an important research point in the field of foreign language education. Using CiteSpace, this paper conducts a visual analysis of 287 CNKI journal articles on interdisciplinary English education published between 2001 and 2025, examining dimensions such as publication volume, authors, research institutions, research hotspots, and trends. The findings are as follows. The number of publications has shown a general upward trend, with a sharp increase in recent years. The collaboration network density among authors and institutions in the field of interdisciplinary English teaching is extremely low, indicating that a large-scale core group of authors and a stable interdisciplinary collaboration system have not yet been established. Over the past 25 years, research on interdisciplinary English teaching in China has formed a pattern characterized by interdisciplinary integration as the core and core competencies as the value orientation. The basic education stage has become a policy-driven hotspot, while higher education is undergoing a paradigm shift toward the “New Liberal Arts”. AI tools are gradually being integrated into instruction. However, teacher development, textbook development, and assessment mechanisms remain weak links. Overall, the field is moving from conceptual exploration to practical implementation. Future research should strengthen empirical studies on the development of teachers’ interdisciplinary competencies, systematically develop interdisciplinary textbooks and AI‑powered diversified assessment tools, expand interdisciplinary exploration in higher education and vocational education, and leverage local theories to extend instruction to different types of lessons.