Research On Interdisciplinary Teaching

The complexity of education and the integrity of competency determine the orientation of curriculum integration in the process of competency education.As an important disciplinary integration method,interdisciplinary teaching has been integrated into the curriculum education policy and school education practice at home and abroad,and meets the new requirements of the country and society for talent training under the background of the 21 st century era.Focusing on the design and implementation of interdisciplinary teaching,this study analyses the design ideas and methods,implementation strategies and key conditions of interdisciplinary teaching,summarizing the design path of interdisciplinary teaching and the teaching strategies,methods and skills adopted by teachers in the implementation of interdisciplinary teaching,in order to provide suggestions and reference for teachers to carry out interdisciplinary teaching design and implementation.This study follows the basic idea of case study,building a case analysis framework for interdisciplinary teaching on the basis of previous literature review,and selects the interdisciplinary teaching case of "Writing Stories for My family" of F Middle School in W City,S Province as the research object and analysis carrier.Based on the method of case study and the main characteristics of evaluative case study,the instructional design text and auxiliary teaching materials,classroom teaching videos,in-depth interviews with teachers and other data are collected.With the help of the case analysis framework,the collected case data are analyzed from the aspects of teaching design and implementation from unit theme,learning objectives,learning activity design,teaching and learning process,learning evaluation and other dimensions.This study finds that: Firstly,the theme of interdisciplinary teaching highlights the characteristics of both disciplinary effectiveness and interdisciplinary effectiveness,as well as the coexistence of openness and limitation of the scope of related disciplines on the basis of the demand for comprehensive competency education,the content of textbooks and the multiple experiences of students’ life.Secondly,the connotation orientation of interdisciplinary teaching objectives needs to balance the tension between the discipline and the interdisciplinarity of competency,and the matching with the development process of competency should be fully considered in the narrative process.In the design of learning activities bearing competency and goals,the core content of the main subject is taken as the axis.At the same time,according to the needs of activity development,life topics closely related to students’ experience are introduced timely,and auxiliary subjects are embedded to realize the natural integration of content.In the design of activities,features such as the nesting of situation authenticity and virtuality,and the balance between discipline integration and activity support are presented.Thirdly,from the perspective of constructing the learning environment,teachers provide support for students to participate in interdisciplinary learning by providing diversified learning resources,embedding multi-types of learning scaffolds and maintaining a mutually beneficial learning community.But at the same time,this case also has some shortcomings,including the "patchwork" phenomenon of interdisciplinary content integration,teachers’ insufficient cognition of students’ knowledge basis in interdisciplinary learning,teachers’ collaborative ability to carry out interdisciplinary teaching needs to be improved,interdisciplinary teaching programs lack of targeted evaluation task design,etc.Based on the case analysis,this study attempts to further extract and summarize the effective path of interdisciplinary teaching design and implementation from the perspectives of objective establishment,content organization and selection,teaching implementation and support,and evaluation.Establishing learning objectives jointly according to interdisciplinary competency and core competency of disciplines.Realizing content integration based on the contents of main and secondary disciplines and students’ life experience.Guiding task-oriented learning practice with big concepts.Continuously promoting deep learning and interdisciplinary thinking around the discourse interaction between teachers and students.Constructing targeted learning evaluation tasks with multi-subjects and multi-methods.Supporting teachers to carry out interdisciplinary curriculum development and teaching cooperation from the aspects of material basis and system guarantee.At the same time,on the basis of summarizing,it provides strategic suggestions for the improvement of interdisciplinary teaching practice.