高中英语跨学科主题学习的阅读教学研究——以人教版高中英语必修一“The Chinese Writing System”为例

Research on Reading Teaching of Interdisciplinary Thematic Learning in Senior High School English—A Case Study of “The Chinese Writing System” from PEP Senior High English Compulsory Volume One

摘要: 跨学科主题学习作为高中英语教学的重要创新方向，不仅能打破学科孤立壁垒、帮助学生建立知识间的关联，还能为学生全面发展与终身学习提供有力支撑。本研究选取人教版高中英语必修一Unit 5 Reading板块“The Chinese Writing System: Connecting the Past and the Present”为案例，围绕教学内容、教学目标、情景创设和多元评价四个核心环节，构建高中英语跨学科主题学习阅读教学模式，并通过为期一单元的教学实验进行验证。实验采用实验班与对照班对比设计，结合前测后测、问卷调查、学生访谈与作品分析等方法收集数据。结果表明，该模式能有效提升学生的综合语言运用能力与跨学科知识整合水平，同时加深其对中华优秀传统文化的理解，培育文化自信与国际传播意识。实践证明，该模式能为高中英语跨学科阅读教学提供可复制的实践路径与参考。

Abstract: Interdisciplinary thematic learning represents a critical innovation in senior high school English instruction, capable of transcending subject boundaries, facilitating knowledge connectivity, and promoting students’ holistic development and lifelong learning. Taking the reading text “The Chinese Writing System: Connecting the Past and the Present” (PEP Senior High English Compulsory Volume One, Unit 5) as a pedagogical case, this study constructs an interdisciplinary thematic reading teaching model centered on four core components: content integration, objective setting, situational design, and multi-dimensional assessment. The model was implemented and tested through a one-unit teaching experiment employing a quasi-experimental design with an experimental group and a control group. Data were collected via pre- and post-tests, questionnaires, semi-structured interviews, and student artifact analysis. Findings indicate that the model significantly enhances students’ comprehensive language competence and interdisciplinary knowledge synthesis, while simultaneously deepening their appreciation of traditional Chinese culture and fostering cultural confidence and intercultural communication awareness. The results suggest that this model offers a feasible and replicable framework for interdisciplinary reading instruction in senior high school English contexts.