跨学科主题学习在高中英语教学中的设计策略与实施路径——以人教版必修一Unit 4 Natural Disasters为例

Design Strategies and Implementation Pathways for Interdisciplinary Thematic Learning in High School English Teaching—Taking Unit 4 “Natural Disasters” in Senior High English Compulsory Book 1 (PEP Edition) as an Example

摘要: 《普通高中英语课程标准（2017年版2020年修订）》明确提出跨学科主题学习的教学要求，旨在打破单一学科教学壁垒，整合多学科知识与能力，落实英语学科核心素养育人目标。高中英语跨学科主题学习立足语篇主题，融合地理、科学、人文社会、历史等多学科内容，实现语言学习、思维培养、文化传承与价值理解的有机统一。本文以内容与语言整合学习(CLIL)和项目式学习(PBL)理论为框架，以人教版高中英语必修一Unit 4 Natural Disasters的Reading and Thinking板块为具体案例，系统梳理国内外相关研究，剖析高中英语跨学科主题学习的育人价值与教学现状，探索科学的设计原则、核心策略与完整实施路径，构建“主题统领–学科融合–任务驱动–素养发展”的教学模式，为高中英语跨学科教学常态化、高效化开展提供实践参考。

Abstract: The English Curriculum Standards for Senior High Schools (2017 Edition, Revised in 2020) explicitly outlines teaching requirements for interdisciplinary thematic learning, aiming to break down the barriers of single-discipline instruction, integrate knowledge and skills across multiple subjects, and realize the educational goals of cultivating core English competencies. Grounded in Content and Language Integrated Learning (CLIL) and Project-Based Learning (PBL) theories, this study takes the Reading and Thinking section of Unit 4 Natural Disasters from the PEP Senior High School English Textbook Volume One as a concrete case. It systematically reviews domestic and international literature, analyzes the educational value and current teaching status of interdisciplinary thematic learning in high school English, explores scientific design principles, core strategies, and comprehensive implementation pathways, and constructs a teaching model based on “theme-based leadership - interdisciplinary integration - task-driven learning - competency development.” This provides practical guidance for the regular and efficient implementation of interdisciplinary teaching in high school English.