%0 Journal Article
%T 跨学科主题学习：内涵、特征与设计<br>Interdisciplinary Theme-Based Learning: Connotation, Characteristics and Design
%A 任亚娜
%J Advances in Education
%P 3489-3495
%@ 2160-7303
%D 2023
%I Hans Publishing
%R 10.12677/AE.2023.136552
%X <span style=\"font-size:14px;\">跨学科主题学习是新课程标准提倡的一种学习方式，其内涵为以学科学习为立足点，以主题活动为依托，创设真实情境，利用两门或以上学科，进行问题解决或知识整合的一种方式。这种学习方式体现了目标高阶化、内容综合化、主体协同化、方法多样化、评价个性化的特征。虽因主题和内容的不同存在差异，但其设计思路基本相同，主要从选择适宜的主题出发，创设合适的情景，留白知识的空间，组织跨学科的学习这四个步骤。</span><br />
<span style=\"font-size:14px;\">Interdisciplinary theme learning is a learning style advocated by the new curriculum standards, which connotes a way of problem solving or knowledge integration based on discipline learning, theme-based activities, creating authentic situations, and using two or more disciplines. This way of learning reflects the characteristics of higher-order objectives, integrated content, collaborative subjects, diversified methods and personalized evaluation. Although there are differences in the topics and contents, the design ideas are basically the same, mainly starting from choosing suitable topics, creating suitable situations, leaving space for knowledge, and organizing interdisciplinary learning in four steps.</span>
%K 跨学科主题学习，特征，学习设计<br>Interdisciplinary Theme-Based Learning
%K Characteristics
%K Learning Design
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=66971