人教版初中英语新教材跨学科内容研究——以七年级人教版初中英语教材(2024年版)为例

Research on Interdisciplinary Content in PEP New Junior High English Textbooks—Taking the 2024 Grade Seven Textbook (2024 Edition) as an Example

摘要: 跨学科教育是新课改的重要方向，在英语新课标中被多次提到，而教材是教师教学的主要依据和学生知识输入的重要来源，人教版初中英语教材(2024年版)作为新教材已在初中投入使用，因此对新教材跨学科内容的研究对于教师教学来说具有启示意义。鉴于当前对跨学科内容分析维度的研究，为解决教师在使用新教材过程中可能面对的问题，帮助教师了解新教材的跨学科内容，促进教师有效开展跨学科教学实践活动，本研究以年级人教版初中英语教材(2024年版)为例，从学科来源、主题领域、位置分布、呈现方式四个维度开展，并为英语教师提出建议。研究表明，新教材跨学科性整体表现较好，单元主题涉及学科均衡，跨学科知识分布广泛、形式多样，涉及主题内涵丰富，跨学科内容安排充分、合理。不足在于，教材中跨学科知识所涉及的学科门类不够丰富，各学科门类不够均衡。因此提出，在开展英语学科跨学科教学时，教师需均衡各门学科以提高跨学科深度和广度，强化各主题领域内容的实践与延伸，依托位置分布优化跨学科教学实践以及利用多模态教学丰富跨学科内容的呈现方式。

Abstract: Interdisciplinary education represents a key orientation of the new curriculum reform and is repeatedly emphasized in the new English curriculum standards. Textbooks serve as the primary basis for teachers’ instruction and a vital source of knowledge input for students. As newly compiled materials, the 2024 edition of PEP Junior High School English Textbooks has been widely adopted in junior high schools. Accordingly, research on the interdisciplinary content of these new textbooks can offer valuable implications for English teaching. In light of existing studies on analytical dimensions of interdisciplinary content, this research aims to address challenges teachers may encounter in textbook application, help them grasp the interdisciplinary content within the new textbooks, and facilitate effective interdisciplinary teaching practices. Four analytical dimensions are adopted in this study: disciplinary sources, thematic fields, positional distribution, and presentation forms, with targeted suggestions put forward for English teachers. The findings reveal that the new textbooks demonstrate satisfactory overall interdisciplinary performance. Units cover balanced disciplines with extensive and diversified interdisciplinary knowledge, rich thematic connotations, and sufficient, well-organized interdisciplinary layouts. Nevertheless, deficiencies remain: the textbooks lack a diverse range of disciplinary fields, and the coverage of each discipline is unbalanced. This paper therefore proposes corresponding teaching strategies for interdisciplinary English instruction: teachers should balance different disciplines to expand the depth and breadth of interdisciplinary learning; strengthen practical and extended activities for all thematic fields; optimize interdisciplinary teaching design based on the positional layout of interdisciplinary content; and enrich the presentation of interdisciplinary knowledge via multimodal teaching approaches.