小学跨学科项目式学习“双擎驱动·三阶融合”教学模式研究

Research on the “Dual-Drive and Three-Stage Integration” Teaching Model of Interdisciplinary Project-Based Learning in Primary Schools

摘要: 跨学科项目式学习(PBL)是促进学生核心素养发展的重要教学路径，但当前小学课堂实践中仍存在学科融合表层化、项目设计与课程目标衔接不足、学生主体作用发挥不充分以及评价机制难以有效支撑素养发展等问题。针对上述问题，本文构建小学跨学科PBL“双擎驱动·三阶融合”教学模式，以核心素养目标和真实问题为双重驱动，以知识整合、能力发展和价值塑造为三个递进层级，并通过“情境创设–问题提出–方案设计–合作探究–成果展示–反思评价”六阶段流程推进项目实施。在此基础上，以教科版小学科学五年级下册《珍惜水资源》单元的节水项目为例，对模式的教学实施过程、教师指导策略、学生学习活动及评价方式进行具体分析，并结合课堂观察、学生作品和多元评价等资料考察模式的实践效果。研究结果从学生知识综合运用、问题解决、合作交流、创新实践和反思提升等方面进行分析，以检验“双擎驱动·三阶融合”模式的适切性与有效性。研究旨在为小学跨学科PBL从活动化实施走向目标、过程与评价相互衔接的系统化实施提供参考。

Abstract: Interdisciplinary project-based learning (PBL) is an important teaching path for promoting the development of students’ core competencies. However, current primary school classroom practice still faces problems such as superficial disciplinary integration, insufficient alignment between project design and curriculum objectives, inadequate play of students’ agency, and evaluation mechanisms that fail to effectively support competency development. To address these problems, this paper constructs a “Dual-Drive and Three-Stage Integration” teaching model for interdisciplinary PBL in primary schools, which takes core competency objectives and authentic problems as the dual drives, and knowledge integration, ability development and value shaping as three progressive stages, and advances project implementation through a six-stage process of “situation creation - problem posing - scheme design - cooperative inquiry - achievement presentation - reflective evaluation”. On this basis, taking the water-saving project of the “Cherishing Water Resources” unit in the fifth-grade primary school science textbook (Educational Science Press) as an example, the teaching implementation process, teacher guidance strategies, student learning activities and evaluation methods of the model are specifically analyzed, and the practical effects of the model are examined in combination with classroom observation, student artifacts and multiple evaluation data. The results are analyzed with a focus on students’ comprehensive application of knowledge, problem solving, cooperative communication, innovative practice and reflective improvement, so as to test the appropriateness and effectiveness of the “Dual-Drive and Three-Stage Integration” model. This study aims to provide a reference for moving primary school interdisciplinary PBL from activity-based implementation toward systematic implementation with interconnected objectives, processes and evaluation.