What is interdisciplinary integrated education? Its essence is to help students better solve the problems in the learning process of this subject and improve their comprehensive analysis and problem-solving ability through the intervention and integration of multi-disciplinary curriculum resources.
American scholar Shoemaker put forward the definition of interdisciplinary education in 1989. Teaching crosses disciplinary boundaries, combines all aspects of the course, and establishes meaningful connections, so that students can learn in a wide range of fields.
In this way, inter-school integration teaching is mainly aimed at the phenomenon and problems of separation, isolation and even opposition of various disciplines in the teaching process. Through inter-school integration, subject knowledge, skills and thinking methods in different fields are integrated into the teaching implementation process, so as to break the situation of fragmentation of knowledge education and isolation of subject courses, realize the organic combination of multidisciplinary knowledge as a whole, improve students' comprehensive ability to observe, analyze and solve problems by using multidisciplinary knowledge, and form a comprehensive relationship based on students' development needs.
First, interdisciplinary integrated teaching Interdisciplinary integrated teaching is favored by front-line teachers because of its unique value and obvious advantages different from isolated subject teaching. In the teaching reform experiments and curriculum reform activities in some regions and schools, the experience exploration of interdisciplinary integrated teaching has attracted much attention.
But overall, its effect is not ideal, and there are four main problems.
1. Subject courses stick to the traditional teaching thinking. For a long time before the consciousness of interdisciplinary integration was established, influenced by the teaching mode of different disciplines, the teaching methods and subject thinking of different disciplines were relatively independent, teachers were used to organizing and implementing teaching activities in a fixed way of subject teaching thinking, and the teaching methods and learning methods contacted by students were relatively single, so the knowledge content, subject thinking and curriculum resources of different disciplines could not be effectively integrated with each other and integrated across disciplines.
2. The knowledge between different disciplines is simply overlapping, and the knowledge between disciplines has not deepened the integration between disciplines. The main purpose is to use interdisciplinary knowledge content and teaching thinking, carry out interdisciplinary knowledge cooperation, method integration and organic integration of curriculum resources, and guide students to understand and master the knowledge of this discipline more deeply.
However, in what some teachers call "interdisciplinary integration" teaching, there are often random accumulation, simple patchwork and "violent" superposition of knowledge of different disciplines in the classroom, which is a semi-mechanical "integration" for "leapfrogging".
3. Interdisciplinary integration does not aim at solving problems, so knowledge learning cannot be applied to practical problems. Understanding and mastering knowledge is the requirement of the learning process, and it is by no means the ultimate goal of learning. All knowledge learning should be transferred to solving practical problems, and on this basis, students' innovative quality and practical ability should be cultivated to realize their all-round and personalized development.
Without the transfer and application of the learned knowledge, knowledge will become isolated from real life, and knowledge learning will become a rigid cognitive activity.
However, in the current "interdisciplinary comprehensive teaching", the classroom is not aimed at solving practical problems, and there is a disconnect between interdisciplinary knowledge learning and solving practical problems, which leads to the failure to effectively cultivate students' innovative quality and practical ability, and the function of knowledge learning in serving personal growth and social development is also difficult to play.
4. The isolation of subject teaching and the fragmentation of knowledge learning lead to the mismatch between subject knowledge ability and complete problem-solving ability. Isolated subject teaching and fragmented knowledge learning are outstanding problems in current subject teaching, and it is difficult for students to form comprehensive, complete and open problem-solving ability to meet the needs of solving practical problems through knowledge learning.
For example, drilling wood for fire is a problem that needs to be solved by integrating multidisciplinary knowledge.
What kind of wood and what kind of plants are easy to ignite in terms of biological properties, which requires students to have relevant knowledge of biology, which is related to factors such as temperature, flash point and reaction. Students need to transfer the knowledge of related chemistry disciplines and how to make achievements. Of course, the whole process is inseparable from the ability of mathematics subjects such as operation.
Therefore, even if it's just a simple drill to make a fire, careful study needs to comprehensively apply the knowledge and ability of biology, chemistry, physics, mathematics and other disciplines to effectively solve the problem.
It can be seen that isolated subject teaching and fragmented knowledge learning can no longer meet the needs of cultivating students' comprehensive problem-solving ability, and the key to effectively break through this problem is to implement interdisciplinary integrated teaching.
Second, interdisciplinary integration teaching practice breaks the isolation and isolation of subject teaching, overcomes the fragmentation and dispersion of knowledge learning, implements interdisciplinary integration teaching, and realizes students' multi-dimensional, systematic and creative application of what they have learned to solve practical problems, which has become an urgent need and realistic requirement for promoting students' all-round development and lifelong development.
In order to solve the problem of low-level and shallow-level interdisciplinary integration, improve students' comprehensive ability to observe, analyze and solve problems with multidisciplinary knowledge, and form a comprehensive, complete and open problem-solving ability based on students' development needs, we have deeply thought and actively thought about interdisciplinary integration teaching.
1. Focusing on solving practical problems and establishing an open and inclusive interdisciplinary teaching classroom, we need to change the teaching methods first.
Teaching method refers to the interactive teaching activities between teachers and students.
There are many common teaching methods in traditional courses, such as lecturing, explaining, demonstrating, imitating and practicing.
By using these teaching methods, the teaching content of this subject can be well displayed to students, and various knowledge points in the textbook can be clearly defined and broken through.
These traditional teaching methods are effective in solving specific and single knowledge problems in practice.
However, it must be pointed out that students' mastery of specific knowledge points does not mean the solution of specific problems in reality, and it cannot be equated with students' comprehensive, complete and open problem-solving ability.
The goal of educating people in the new era is to cultivate students' necessary character and key ability to meet the needs of personal lifelong development and social development, which requires our education to focus on solving problems in real situations and building an open real learning field.
The real problem, opening up the field, is an educational method that adapts to interdisciplinary comprehensive learning.
The author believes that inter-school integrated education should have two basic values. First, the teaching situation of inter-school integrated education is real, which should come from life practice, be based on students' thinking characteristics and follow the laws of students' physical and mental development.
Only by paying attention to solving problems in real situations can we better cultivate students' ability to solve practical problems through the transfer and application of knowledge, and cultivate students' practical character and innovative literacy of seeking truth and being pragmatic.
Second, interdisciplinary comprehensive education should be devoted to establishing an open and realistic learning field.
The core of learning field is students' learning.
In this field of learning, on the one hand, we should fully understand the learning situation and observe the learning state of students; On the other hand, students' learning is not only the superposition of intellectual factors, but also accompanied by many internal characteristics of learners such as emotion, will, spirit, virtue, quality and spirituality.
Therefore, we need to establish an active, open and inclusive learning field, so that students can express and apply interdisciplinary knowledge, thinking, methods and technologies independently, voluntarily and freely in this specific learning field, and build the relationship and effective integration between multidisciplinary content resources.
2. In order to develop students' core literacy and strengthen the comprehensive education function, interdisciplinary core literacy curriculum construction is a new educational concept clearly put forward by the new curriculum reform, aiming at cultivating high-level talents to promote self-realization and social development. "What kind of people are trained?"
The core mission and value pursuit of education is to develop students' core literacy.
So, what is the core literacy? What is the internal relationship between core literacy and interdisciplinary integrated education? The Opinions of the Ministry of Education on Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Task of Moral Education (hereinafter referred to as the Opinions) clearly defines the connotation of core literacy as "the necessary character and key ability for students to adapt to the needs of lifelong development and social development".
Yu, a professor at Fujian Normal University, believes that core literacy refers to the integration of internal dynamic systems such as (horizontal) discipline concept, thinking mode and inquiry skills, structured (horizontal) discipline knowledge and skills, world outlook, outlook on life and values cultivated by individuals through specific learning methods when facing complex and uncertain real life situations.
It can be seen that core literacy is actually the essential character and key ability of individuals to solve practical problems by comprehensively applying multidisciplinary knowledge, principles and methods in the face of complex uncertainties, and the cultivation of core literacy is inseparable from the integration of interdisciplinary knowledge and thinking.
The overall characteristics of core literacy content not only determine that the educational function and value of core literacy are comprehensive, systematic and holistic, but also determine that the process and way for students to master core literacy should be the intersection, integration and * * * interaction between interdisciplinary contents.
It can be said that the integration of disciplines plays an important role in cultivating students' core literacy.
With the advancement of curriculum reform, especially under the background of teaching reform aimed at cultivating students' core literacy, teaching activities pay more and more attention to the comprehensiveness and practicality of the curriculum, and emphasize the construction of interdisciplinary course with comprehensive educational functions.
In its opinion, the Ministry of Education clearly stated that all disciplines should be unified, especially moral education, Chinese, history, physical education, fine arts and other disciplines.
Give full play to the unique educational advantages of humanities and further enhance the educational value of mathematics, science, technology and other courses.
At the same time, strengthen discipline cooperation, give play to the function of comprehensive education, and constantly improve students' ability to solve practical problems by comprehensively applying knowledge. "
At present, in the curriculum reform activities of educational administrative departments at all levels, regions and schools, educators have put forward new teaching methods and learning methods such as project-based learning (PBL), which can cultivate students' critical thinking, innovative consciousness, hands-on cooperation and problem-solving ability through subject integration, project exploration and practical creation.
3. Exploring a variety of learning practices and giving students a comprehensive and personalized development with more spatial significance is a process of all-round investment in learners' cognition, thinking, emotion, will, motivation, spirit and even body, so that students can constantly understand their own internal characteristics and tap their own potential. Such learning activities will eventually make people become different people, unique people, all-round development people and people with personality characteristics.
This "comprehensive and individual" living body cannot grow on the purely isolated "soil" of learning and practice, but needs to be nourished by various "nutrients" to realize interdisciplinary integrated learning.
The talents needed by the future society should be applied, compound and innovative talents. It is impossible to cultivate outstanding talents with personality characteristics, innovative spirit and practical ability through rigid, rigid and solidified classroom teaching mode, but we should actively explore diversified learning practice based on interdisciplinary integration.
Traditional classroom learning pays too much attention to the practice of subject knowledge, the training of subject skills and the training of exam countermeasures, and ignores students' individualized thinking and emotion and differentiated cognitive experience, so it is difficult to truly tap students' inner feelings and life experiences, and it is impossible to realize students' comprehensive and personalized development.
Therefore, only by implementing diversified learning practices and guiding students into the interdisciplinary integrated learning space can students' personality, creative thinking and comprehensive ability be developed.
Interdisciplinary integration teaching is based on the integration of related disciplines, breaking the boundaries of knowledge content and subject barriers, and cultivating students' comprehensive problem-solving ability and innovative practical literacy. This requires teachers to coordinate all kinds of resources inside and outside the school in teaching activities, explore all kinds of learning practices, and create interdisciplinary comprehensive learning space for students.
Interdisciplinary integrated education should not limit students' learning activities to school classrooms, but should make full use of various resources such as off-campus associations, museums, practice bases and virtual spaces to guide students into the big classroom of social practice activities.
These "big classes" encourage students to make comprehensive use of interdisciplinary knowledge for project exploration, hands-on cooperation and practical creation, making learning activities autonomous, cooperative, practical, creative and interesting.
4. The purpose of advocating multi-dimensional learning evaluation model is to establish a collaborative evaluation mechanism, which can serve students' learning process and promote their learning by collecting information from students and classrooms, forming judgments through comparison and implementing feedback.
Similar terms include formative evaluation, process evaluation, learning evaluation, developmental evaluation and curriculum evaluation.
There should be feedback in learning, and feedback should be evaluated.
Interdisciplinary integrated teaching needs to establish a collaborative evaluation mechanism and advocate a multi-dimensional learning evaluation model.
Interdisciplinary integrated teaching should actively carry out teacher evaluation, peer evaluation, group evaluation and self-evaluation according to the evaluation subject.
In the form of evaluation, process evaluation is the main method, supplemented by result evaluation. Especially in the actual or simulated living environment, students use interdisciplinary knowledge and thinking, master knowledge and skills, and have complex abilities such as communication and cooperation, questioning and reflection, and critical thinking to creatively solve problems.
The evaluation content not only pays attention to students' evaluation of interdisciplinary knowledge flow and application, but also pays attention to the evaluation of different disciplines' thinking ability, problem-solving methods and subject literacy integration; Students' evaluation of intellectual factors (such as knowledge learning, observation, understanding and creativity) and non-intellectual factors (such as emotion, motivation, willpower and participation) should not only pay attention to students' evaluation of thinking process and skill improvement, but also pay attention to the evaluation of spiritual quality and values.
For the evaluation object, we should not only evaluate the academic achievements of individual students and team members in interdisciplinary integrated education, but also evaluate the overall level of interdisciplinary integrated education in classes, schools and even regions, and form a value-added evaluation model that looks at changes from the starting point, improves from the current situation and improves from the results.
Interdisciplinary integration of teaching design and deep integration of knowledge, skills and thinking of different disciplines make knowledge application flexible and transplantable, make course content open and systematic, make problem-solving ability comprehensive and complete, and make talent training complex and innovative.
Interdisciplinary integrated teaching is a new thing. In order to better meet the needs of students' lifelong development and social development and promote students' all-round development, it is necessary to continuously optimize the implementation path and deepen the improvement strategy in education and teaching practice.
Source: China teachers.
Author Zhang Sao
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