数学教育学报2026，Vol.35Issue(2)：1-4,4.
跨学科主题学习的大观念与设计模型:以小学数学为例
The Big Idea and Design Model of Interdisciplinary Theme Learning:Taking Primary School Mathematics as an Example
摘要
Abstract
The Compulsory Education Curriculum Plan(2022 Edition)proposes that no less than 10%of class hours for each course should be allocated to designing interdisciplinary theme learning.The curriculum standards of each subject design the corresponding interdisciplinary learning areas or task groups.How to design and organize interdisciplinary theme learning according to curriculum plans and curriculum standards has become a common research problem.Taking primary school mathematics as an example,this paper extracts the three keywords of designing cross-learning theme learning,namely holistic planning,mathematicalization and multidisciplinary,and then forms three big ideas:the process of solving real-world problems requires holistic design and incremental implementation;real-world scenarios necessitate mathematical abstraction to formulate mathematical problems;solving real-world problems typically demands the integrated application of multidisciplinary knowledge and methodologies.Based on this,a design model for elementary mathematics interdisciplinary thematic learning guided by big ideas is constructed:Problem background analysis,holistic design and planning;Refining mathematical problems;Multidisciplinary participation in implementation;Summary and reflection.关键词
大观念/跨学科主题学习/小学数学/设计模型Key words
big idea/interdisciplinary thematic learning/primary mathematics/design model分类
社会科学引用本文复制引用
马云鹏..跨学科主题学习的大观念与设计模型:以小学数学为例[J].数学教育学报,2026,35(2):1-4,4.基金项目
全国教育科学规划课题(国家一般)——向学生借智慧:小学生数学跨学科主题学习的实践逻辑与学教范式研究(BHA250249) （国家一般）
