%0 Journal Article
%T 如何培养中小学教师跨学科教学胜任力——基于2018~2023年17项国际实证研究的系统性文献综述
How to Cultivate the Interdisciplinary Teaching Competency of Primary and Secondary School Teachers—A Systematic Literature Review Based on 17 International Empirical Studies from 2018 to 2023
%A 张梦云
%J Advances in Education
%P 1400-1409
%@ 2160-7303
%D 2024
%I Hans Publishing
%R 10.12677/ae.2024.14112217
%X 基础教育改革后，跨学科教学被认为是一种有利于培养学生全面发展和创新能力的教学策略，跨学科教学胜任力的提升成为中小学教师培养的重要主题，在此背景下，文章采用系统性文献综述的方法梳理了2018~2023年17项国际实证研究成果，首先，从文献的发表、研究对象、样本数量和研究方法四个方面，对国内外中小学教师开展跨学科教学能力的实证研究进行了梳理；在此基础上，本文对国内外中小学教师跨学科教学能力的实证研究动向进行了论述，具体内容包括：构建框架模型、影响因素及培养途径；最后，在借鉴了国际上关于中小学教师跨学科教学能力的实证研究结果的基础上，本文从培养平台、培养方案和培养质量评估体系三个层面，为中国中小学教师的跨学科教学能力培养提供了一些本土化的建议，并呼吁教育界共同努力，以确保教师能够有效地实施跨学科教学，从而更好地满足21世纪教育的需求。
After the reform of basic education, interdisciplinary teaching is considered to be a teaching strategy conducive to cultivating students’ all-round development and innovation ability, and the improvement of interdisciplinary teaching competency has become an important theme in the training of primary and secondary school teachers. Against this background, the article uses the method of systematic literature review to sort out the results of 17 international empirical research results from 2018 to 2023. First of all, from the four aspects of literature publication, research objects, sample number and research methods, empirical research on the interdisciplinary teaching ability of primary and secondary school teachers at home and abroad is sorted out. On this basis, this paper discusses the empirical research trends of interdisciplinary teaching ability of primary and secondary school teachers at home and abroad, including the construction of framework models, influencing factors and training paths; Finally, on the basis of the international empirical research results on the interdisciplinary teaching ability of primary and secondary school teachers, this paper provides some localized suggestions for the cultivation of interdisciplinary teaching ability of primary and secondary school teachers in China from the three levels of training platform, training program and training quality evaluation system, and calls on the education community to work together to ensure that teachers can effectively implement interdisciplinary teaching to better meet the needs of education in the 21st century.
%K 跨学科，
%K 跨学科教学，
%K STEM教育，
%K 胜任力模型，
%K 文献综述，
%K 中小学教师
Interdisciplinary
%K Interdisciplinary Teaching
%K STEM Education
%K Competency Model
%K Literature Review
%K Primary and Secondary School Teachers
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=101339