当代教育论坛Issue(4)：69-76,8.
整体育人:小学跨学科主题学习的深化路径与实践反思
Holistic Education:Deepening Path and Practical Reflection on Interdisciplinary Thematic Learning in Primary Schools
摘要
Abstract
Interdisciplinary thematic learning,as an important way to promote the change of education,is intended to solve the dilemma of subject based teaching around the Holistic life and real life of the students,with the growth of children's lives as the core,and with the theme of the learning to synthesize and coordinate the teaching contents,resources,methods and processes of multiple disciplines as the elements,and to promote the comprehensive development of students in the construction of autonomous meanings through the holistic design and implementation of the real problem-oriented.In order to achieve the goal of holistic education in elementary school,interdisciplinary thematic learning needs to be deepened in the process of practice.Changsha Bozhi School's"Great Man Curriculum"highlights theme unification and comprehensive education,takes cultivating the heart of a"great man"as the goal of the course,integrates multidisciplinary knowledge by showing the life course of the great man,and develops the implementation process by educating students'complete lives.It appears an order of growth and education based on the principles of"Rising from Shi,Establishing from Li,and Becoming a Man from Yue",which reflects the possibility of deepening interdisciplinary thematic learning.The way of improvement is to focus on children's growth and refine the interdisciplinary learning theme with life connotation;to base on the wholeness of children's life and pay attention to the situational and structuring of the curriculum content;and to focus on the autonomy of children's learning and highlight children's self-motivation and self-consciousness of life.关键词
小学/整体育人/跨学科/主题学习/伟人课程Key words
elementary school/holistic education/interdisciplinary/theme-based learning/great Man Curriculum引用本文复制引用
孙露,刘铁芳..整体育人:小学跨学科主题学习的深化路径与实践反思[J].当代教育论坛,2024,(4):69-76,8.基金项目
本文系河南省教师教育课程改革研究重点项目"'双减'背景下中华优秀传统文化融入河南省中小学语文课程的实施路径研究"(编号:2022-JSJYZD-025)的阶段性研究成果. （编号:2022-JSJYZD-025）
