%0 Journal Article
%T 核心素养导向下跨学科课程整合的校本实践与思考<br>School-Based Practice and Thinking of Interdisciplinary Curriculum Integration under the Guidance of Core Literacy
%A 杨涵
%J Advances in Education
%P 486-494
%@ 2160-7303
%D 2024
%I Hans Publishing
%R 10.12677/AE.2024.141076
%X <span style=\"font-size:14px;\">核心素养时代，跨学科的学习方式成为培养创新型人才的重要途径。落实到课程领域，跨学科课程整合校本探索成为实践热点。基于跨学科课程整合校本实践的案例分析，从课程内容、课程实施、课程评价等方面总结实践路径。跨学科课程整合校本探索的落实，还需综合考虑多项影响因素，包括课程带头人、教师群体、多项常态机制等内部因素，以及校际合作共研、高校专家学术与技术支撑、优质社会资源参与度、家长支持度等外部因素。</span><br />
<span style=\"font-size:14px;\">In the era of core literacy, interdisciplinary learning has become an important way to cultivate in-novative talents. In the field of curriculum, the school-based practice of interdisciplinary curriculum integration has become a hot spot of practice. Based on the case analysis of school-based practice of interdisciplinary curriculum integration, this paper summarizes the practical path from the aspects of curriculum content, curriculum implementation and curriculum evaluation, and puts forward that the implementation of school-based exploration of interdisciplinary curriculum integration needs to comprehensively consider many influencing factors, including internal factors such as cur-riculum leaders, teacher groups and many normal mechanisms, as well as external factors such as inter-school cooperation and co-research, academic and technical support of university experts, participation of high-quality social resources, and support of parents.</span>
%K 核心素养，跨学科，课程整合，校本实践<br>Core Literacy
%K Interdisciplinary
%K Curriculum Integration
%K School-Based Practice
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=79222