摘要
针对跨学科教学中普遍存在的目标割裂、情感分离以及评价失准等问题,研究基于马扎诺目标分类理论,以“探秘杆秤”项目为例,构建系统性的跨学科教学框架。通过整合自我系统、元认知系统、认知系统与知识系统,突破传统目标分类理论线性分层以及情感目标虚化的局限,有效破解跨学科教学困境。着眼于目标重构、路径规划、策略实施三个侧面对跨学科教学进行立体设计,将数学、物理与历史等学科深度融合,分层落实,推动知识整合与素养生成;开发过程性、表现性、发展性三维评价体系,动态追踪学生能力进阶与素养发展,提高跨学科教学评价的对应性、开放性和精准性。
To address common problems in interdisciplinary teaching such as fragmented objectives,emotional detachment,and imprecise evaluation,this study applies Marzano’s Taxonomy of Educational Objectives to construct a systematic interdisci-plinary teaching framework,using the project of“Exploring the Steelyard”as a case.By integrating the self-system,meta cognitive system,cognitive system,and knowledge system,this framework overcomes the limitations of linear hierarchy and emo-tional abstraction in traditional taxonomy,thus effectively resolving interdisciplinary teaching dilemmas.Through three dimensional design focusing on reconstructing learning goals,planning instructional pathways,and implementing strategies,the framework deeply integrates mathematics,physics,and history disciplines with layered implementation to promote knowledge in-tegration and competency development.It proposes a three-dimensional evaluation model based on process,performance and de-velopment to dynamically track students’competency progression and literacy development,and improve the relevance,open-ness,and accuracy of interdisciplinary teaching evaluation.
作者
段志贵
荆晓玉
张秋律
DUAN Zhigui;JING Xiaoyu;ZHANG Qiulü(School of Mathematics and Statistics,Yancheng Normal University,Yancheng Jiangsu,224002;Jiangsu Institute of Interdisciplinary Learning,Nanjing Jiangsu,210024;School of Mathematics and Statistics,Qinghai Normal University,Xining Qinghai,810008;National Institute of Education Sciences,Beijing,100088)
出处
《现代基础教育研究》
2025年第3期170-176,共7页
Research on Modern Basic Education
基金
2024年度江苏高校哲学社会科学重大项目“核心素养视域下中小学生跨学科能力培养的实践研究”(项目编号:2024SJZD069)
2025年盐城市社科基金项目“盐城市初中生跨学科问题解决能力培养的现状调查及对策研究”(项目编号:25skB159)。
关键词
跨学科教学
马扎诺目标分类理论
项目式学习
教学设计
Interdisciplinary teaching
Marzano’s taxonomy of educational objectives
project-based learning
instructional design
