【摘要】 在分科设置课程的背景下，跨学科主题学习作为一种具有综合育人价值的学习活动方式，致力于实现课程综合化与实践化。然而，目前在其与学科知识的关系以及学习组织形式等方面仍存有不同观点。基于伯恩斯坦的教育边界理论所构建的跨学科主题学习“双线程”教学模式，在理论层面可合理描述跨学科主题学习中知识边界的动态变化过程，以及活动组织方式里师生主导权的交替情况。同时，结合具体案例说明该教学模式的推进过程，对跨学科主题学习的认识、设计与实践均具有重要启发意义。更多还原

【Abstract】 In the context of a subject-based curriculum, interdisciplinary thematic learning, as a learning activity with comprehensive educational value, is dedicated to achieving curriculum integration and practical application. However, different views still exist regarding its relationship with disciplinary knowledge and its organizational forms for learning. The “dual-thread” teaching model for interdisciplinary thematic learning, constructed based on Bernstein’s theory of educational boundaries, can theoretically describe the dynamic process of changing knowledge boundaries in interdisciplinary thematic learning and the alternation of teacher-student leadership in the organization of activities. Simultaneously, illustrating the implementation process of this teaching model with specific cases has significant enlightening implications for the understanding, design, and practice of interdisciplinary thematic learning.更多还原