Interdisciplinary teaching, what do teachers need to do under the current situation of interdisciplinary teaching?
In fact, under the background of integrated education, some changes have taken place in Chinese curriculum standards, such as news media, argumentation thinking learning and social investigation and research, which are interdisciplinary in high school Chinese new curriculum standards. "Science and Technology and Society" In junior high school biology teaching, the preface of each chapter mostly introduces new knowledge with China's ancient poems, which is also an interdisciplinary content.
How can teachers improve interdisciplinary course's design ability? 20211KLOC-0/On October 20th, China Teachers' Daily introduced Xia Yufei's article from Jiangnan University. He believes that teachers can grasp its composition from four dimensions: cognitive dimension, skill dimension, emotional dimension and metacognition dimension.
First, the awareness of interdisciplinary teaching. To improve teachers' interdisciplinary design ability, we must first recognize that the change of teaching concept is the first. The nature of each subject is analyzed in the curriculum standard. For example, Chinese courses are clearly defined as comprehensive and practical courses. At the same time, the content of Chinese teaching is clarified. The study group of Chinese subject takes language and literature as the core, and integrates science, politics, media and other disciplines to "return to the traditional excellent spirit" and "fit the current social reality". The junior high school biology curriculum standard points out that biological science is one of the basic disciplines in natural science, and it is a science that studies life phenomena and the laws of life activities. It is the foundation of agriculture, forestry, medicine and health, environmental protection and other related applied sciences. From this expression, we can add interdisciplinary knowledge such as agriculture, forestry, medicine and health, and environmental protection in our course teaching.
Second, interdisciplinary program design ability. The interdisciplinary linkage between a discipline and other disciplines is mainly manifested in three forms: one is the integration of related forms, such as Chinese and history, geographical knowledge and literature, mathematics and engineering, reading, physics and mathematics, engineering and reading; Second, wide-area forms, such as the implementation of Chinese courses, radiate to other humanities and social sciences, such as journalism and communication; Biological radiation is applied to other natural science fields, and this interdisciplinary radiation form is more practical; The third is the theme form, which is expressed in the form of learning task groups, such as foreign literature and ancient Chinese. Of course, a lot of content of "related form" is still the integration within the discipline, and it has not changed the nature of sub-discipline courses in the strict sense, so it can not be regarded as real interdisciplinary teaching.
Third, the implementation of interdisciplinary teaching. To implement interdisciplinary content in the classroom, teachers from all disciplines should cooperate well, learn from each other and accomplish teaching tasks together. At the same time, it is necessary to carry out teaching practice through thematic comprehensive practice and inquiry-based activities, such as the "Little Master Comprehensive" course for junior students in Shanghai. In order to break the boundaries of disciplines, break the limitation of class hours and change the single classroom teaching method, we can focus on design methods. Through large-scale unit teaching, thematic teaching and STEM teaching methods, interdisciplinary teaching should be well implemented.
Fourth, interdisciplinary teaching evaluation. The evaluation of any subject course is very important for the implementation of interdisciplinary course. We can promote the implementation of teaching and learning through "teaching-learning-evaluation". Schools should do a good job in interdisciplinary teaching and research, and incorporate interdisciplinary into the study of collective lesson preparation. Schools should also evaluate interdisciplinary teaching management, form a scientific discipline system and establish a correct evaluation system.
Interdisciplinary teaching is not new, but it needs new research. We should study interdisciplinary teaching as an important subject, so that every subject can be cultivated.