基于核心概念的史地政跨学科综合课程构建与实施——以“一带一路”主题为例
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摘要
针对跨学科课程往往存在学生活动流于形式、内容表浅、学生实际获得感差,并多以学科"拼盘式"呈现等问题,聚焦"一带一路"主题,通过以问题和概念为两端,凝练聚合史地政相关内容的跨学科核心概念——"全球联系"和"人类命运共同体",并将其转化为各学科核心概念进行跨学科整合的课程构建;再围绕对应学科核心概念的核心问题进行追问,将核心问题分解为具体问题,进而在问题的追问中获得"一带一路"相关学科概念和"一带一路"构想的深度理解,从而达到追求理解的跨学科课程实施。
Interdisciplinary curriculum often has the problems of "collocation"of disciplines,such as students' activities being mere formality, superficial in content, and students ' poor sense of actual acquisition. This paper built an interdisciplinary curriculum on the theme of "The Belt and Road Initiative"through interdisciplinary core concepts——"global link"and "human destiny community",and then transformed the interdisciplinary core concepts into the core concepts of disciplines,which integrate the three disciplines of Politics,Geography and History as a whole. Then,this paper constructed corresponding core questions around the core concepts of each discipline,and decomposed core questions into specific questions to get the deep understandings of the idea of "The Belt and Road Initiative",in order to achieve the pursuit of implementation of understanding of the interdisciplinary curriculum.
Interdisciplinary curriculum often has the problems of "collocation"of disciplines,such as students' activities being mere formality, superficial in content, and students ' poor sense of actual acquisition. This paper built an interdisciplinary curriculum on the theme of "The Belt and Road Initiative"through interdisciplinary core concepts——"global link"and "human destiny community",and then transformed the interdisciplinary core concepts into the core concepts of disciplines,which integrate the three disciplines of Politics,Geography and History as a whole. Then,this paper constructed corresponding core questions around the core concepts of each discipline,and decomposed core questions into specific questions to get the deep understandings of the idea of "The Belt and Road Initiative",in order to achieve the pursuit of implementation of understanding of the interdisciplinary curriculum.
引文
[1]王焰新.跨学科教育:一流本科的必然选择[N].中国教育报,2016-05-23(05).
[2]潘瑶珍.迈向深度学习:基于核心概念的综合实践活动课程单元[J].全球教育展望,2009(5):15-18.
[3]林恩·艾里克森.概念为本的课程与教学[M].北京:中国轻工业出版社,2003:85-87.
[4]安虎森,郑文光.地缘政治视角下的“一带一路”战略内涵———地缘经济与建立全球经济新秩序[J].南京社会科学,2016(4):5-14.
[5]柳坤,申玉铭.国内外区域空间相互作用研究进展[J].世界地理研究,2014(3):73-83.
[6]格兰特·威金斯,杰伊·麦克泰格.追求理解的教学设计[M].上海:华东师范大学出版社,2017:38-41.
[2]潘瑶珍.迈向深度学习:基于核心概念的综合实践活动课程单元[J].全球教育展望,2009(5):15-18.
[3]林恩·艾里克森.概念为本的课程与教学[M].北京:中国轻工业出版社,2003:85-87.
[4]安虎森,郑文光.地缘政治视角下的“一带一路”战略内涵———地缘经济与建立全球经济新秩序[J].南京社会科学,2016(4):5-14.
[5]柳坤,申玉铭.国内外区域空间相互作用研究进展[J].世界地理研究,2014(3):73-83.
[6]格兰特·威金斯,杰伊·麦克泰格.追求理解的教学设计[M].上海:华东师范大学出版社,2017:38-41.