践行英语学习活动观的高中英语跨学科主题学习路径探究——以外研社高中英语教材为例

Exploring Pathways of Interdisciplinary Thematic Learning in High School English under the Activity View of English Learning—Taking the FLTRP High School English Textbooks as an Example

摘要: 高中英语跨学科主题学习是变革育人方式的必然要求，是落实核心素养和回应课程改革要求的有效路径，然而当前实践中普遍存在“学科拼盘”“学生主体性缺失”等问题，根源在于缺乏清晰的操作路径与理论支撑。本研究以英语学习活动观为框架，按照“学习理解–应用实践–迁移创新”三类活动的逻辑递进，探究高中英语跨学科主题学习的系统实施路径：从学习理解维度出发帮助学生构建跨学科认知图式；从应用实践维度出发引导学生在多维视角中协同求解，形成跨学科问题解决思维框架；从迁移创新维度出发帮助学生在陌生情境中调用跨学科视野，实现意义创生和素养外化。同时笔者以外研社高中英语教材具体单元为例，阐述相应策略，提供可操作的实施框架和参考范例，以供一线教师参考，落实英语学科核心素养与立德树人根本任务。

Abstract: As a necessary requirement for transforming educational approaches, an effective pathway to implement core competencies and respond to curriculum reform demands, Interdisciplinary Thematic Learning in senior high school English is plagued by prevalent practical issues in practice such as “disciplinary patchwork” and “the absence of student subjectivity”; these problems fundamentally stem from the lack of clear operational pathways and theoretical support. Based on the Activity-based Learning Approach, this study adopts the sequential logic of three types of activities—“perceiving and understanding, applying and practising, transferring and creating”—to investigate a systematic implementation pathway for Interdisciplinary Thematic learning in senior high school English. From the dimension of perceiving and understanding, it supports students in constructing interdisciplinary cognitive schemas. From the dimension of applying and practising, it facilitates students to solve problems collaboratively from diverse angles, forming an interdisciplinary problem-solving thinking framework. From the dimension of transferring and creating, it helps students draw upon interdisciplinary perspectives in novel situations to realize meaning generation and the externalization of literacy. Meanwhile, taking specific units from the FLTRP senior high school English textbooks as examples, this study puts forward corresponding strategies and provides a practical framework and models for front-line teachers, aiming to implement the core competencies of SECS and cultivate comprehensively developed talents.