论跨界教学的内涵、运转与创建
On the Connotation, Operation and Establishment of Cross-Border Teaching
  
DOI:
中文关键词:  跨界教学;学科本位原理;运转机理;理论框架
英文关键词:cross-border teaching,subject-based principle,operation mechanism,theoretical framework
基金项目:本文系中央高校基本科研业务费专项资金资助项目“初中跨学科教学的理论及其实践研究”(项目编号:2019TS048)的阶 段性研究成果。
作者单位
龙宝新 陕西师范大学 
高柏 陕西师范大学 
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中文摘要:
      跨界教学是以主学科为根基,依托问题贯通与学科外溢现象,将主学科与相关辅 学科关联起来,最终达成学科育人目标的一种复合教学形态。跨界教学遵循的四大原理是:学 科本位原理、目标统领原理、知识复原原理、主题串联原理。跨界教学实施的一般流程是:学科 经验跨界—学科互涉活动—主题中心整合—教学内部重构。面向未来,中小学创建跨界教学 的行动路径是:构建“一体多翼”的学科经验体,搭建统摄多学科知识的概念图谱,推动学科间 的方法迁移活动,科学定位学科跨界的临界点。
英文摘要:
      Cross-border teaching,a form of complex teaching and learning,is based on the main subject relies on problem penetration and subject spillover effect to link the main subject and related auxiliary subjects,and finally achieve the goal of sub‐ ject education. There are“four kinds of principles”it follows:the discipline-based principle,goal-oriented principle,knowl‐ edge restoration principle,and theme linkage principle. The general process of implementing cross-border teaching can be de‐ scribed as follows:“cross-border subject experience-interdisciplinary activities-theme-centered integration-internal reconstruc‐ tion of teaching”. In the future,the path of action for primary and secondary schools to create cross-border teaching is to build a framework of disciplinary experience with“one body and multiple wings”strategy,to build a conceptual map that integrates multi‐ disciplinary knowledge,to promote method transfer activities between disciplines,and to scientifically locate the critical point of cross-border disciplines.
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