新课标背景下初中数学跨学科主题学习的设计与实践研究

Design and Practice Research on Interdisciplinary Thematic Learning of Junior High School Mathematics under the Background of New Curriculum Standard

摘要: 《义务教育数学课程标准(2022年版)》明确将跨学科主题学习纳入课程内容体系，强调加强学科间的关联融合，推动课程综合化实施。本研究采用质性案例研究方法，以黄冈市某初级中学七年级两个班共96名学生为研究对象，以“校园节水方案设计”为主题开展跨学科主题学习实践，通过课堂观察、问卷调查、学生访谈、作品分析等多种方法收集数据。研究发现，跨学科主题学习有助于促进学生数学核心素养特别是数学建模素养的发展，提升综合问题解决能力，激发数学学习的内在动机。针对实践中发现的学生建模能力差异较大、教师跨学科指导能力不足、评价体系不完善等问题，本研究提出了分层设计任务、加强教师培训、构建数学建模素养评价量规等对策建议，并对原有设计原则进行了修正与补充。

Abstract: The Mathematics Curriculum Standards for Compulsory Education (2022 Edition) explicitly incur- porates interdisciplinary thematic learning into the curriculum content system, emphasizing the strengthening of interdisciplinary integration and promoting the comprehensive implementation of the curriculum. This study adopts a qualitative case study method, taking 96 students from two seventh-grade classes in a junior high school in Huanggang City as the research object, and carries out interdisciplinary thematic learning practice with the theme of “Campus Water-saving Scheme Design”. Data are collected through classroom observation, questionnaire survey, student interview and work analysis. The study finds that interdisciplinary thematic learning helps to promote the development of students’ mathematics core competencies, especially mathematical modeling literacy, enhance comprehensive problem-solving abilities, and stimulate intrinsic motivation for mathematics learning. In response to the problems found in practice, such as large differences in students’ modeling ability, insufficient interdisciplinary guidance ability of teachers, and imperfect evaluation system, this study puts forward countermeasures and suggestions including designing tasks at different levels, strengthening teacher training, and constructing an evaluation rubric for mathematical modeling literacy, and revises and supplements the original design principles.