Theme Designing And Teaching Strategy Of Interdisciplinary Thematic Learning

In April 2022,the Ministry of Education promulgated Compulsory Education Curriculum Program(2022 Edition),marking the indeed direction of our compulsory education curriculum reform.In the document,the concept of "Interdisciplinary thematic learning" is first proposed,and it is clearly stated that "Each course should devote at least10% of its class time to interdisciplinary thematic learning." Interdisciplinary thematic learning is an important path to cultivate students’ core literacy,and it is also a highlight of Compulsory Education Curriculum Program(2022 Edition).The implementation interdisciplinary thematic learning into specific courses is inseparable from the design of themes and the study of teaching strategies.After sorting and analyzing domestic and foreign literature,it is found that the current research on interdisciplinary thematic learning is insufficient.For example,the definition and type of themes are unclear,and the design of the theme lacks methods and guidance;The research on teaching strategies lacks systematization,and the proposed implementation paths are not linked to specific cases.Therefore,there are practical difficulties in the implementation of interdisciplinary thematic learning.This study uses literature and comparative research to examine the value of interdisciplinary thematic learning and how it is designed,and to explore teaching strategies based on this to promote the implementation of interdisciplinary thematic learning in the curriculum.The following research works are carried out.(1)The connotation of interdisciplinary thematic learning is clarified.Through the definition of existing concepts at home and abroad,and comparison and analysis of the interdisciplinary thematic learning with project-based learning,comprehensive practical activities,and large unit teaching,the concept of interdisciplinary thematic learning is clarified.Through in-depth discussions on the nature,characteristics and value of interdisciplinary thematic learning,the connotation of interdisciplinary thematic learning is further clarified.(2)The types of themes in interdisciplinary thematic learning are sorted out,and the principles and elements of the design of the "main discipline+auxiliary discipline" theme are clarified.By combing and analyzing themes in domestic and foreign interdisciplinary studies through the themes in the US STEM education,the themes in the Finnish curriculum standard,the themes in our Curriculum Standards for Compulsory Education,etc.,the themes are divided into different types and levels in terms of school levels and subjects.Based on this,the different types of themes were compared and analyzed,and the theme of "main discipline+auxiliary discipline" was selected from the background of our curriculum reform and the operability to teachers,and the design principles and elements of the theme were analyzed.At the same time,the corresponding five themes were designed for junior high school physics as the main subject,which theoretically confirmed the feasibility of design principles and elements,and also provided a reference for the theme design in practice.(3)The teaching strategies of interdisciplinary thematic learning are proposed from the perspective of teachers.Based on the characteristics of interdisciplinary thematic learning,in the teaching design mode,by comparing and analyzing the traditional teaching design mode of "goal-activity-evaluation" and the reverse teaching design mode of "goal-evaluation-activity",the reverse teaching design mode is selected to design interdisciplinary thematic learning;in the design of teaching goals,based on the principles of integration and systematization,the teaching goals are designed to include three dimensions: key elements of objectives,expected performance,and evidence statements.In the design of teaching activities,it is recommended to design a combination of problem and task chains to fully reflect students’ subjectivity and give full play to their creativity in the process of teaching activities.