【作者】 张鑫；

【导师】 蔡澄； 张宏军；

【作者基本信息】 扬州大学 ， 教育硕士（专业学位）， 2025， 硕士

【摘要】 《义务教育语文课程方案》2022版中指出,坚持素养导向,体现育人为本。落实党的教育方针,依据义务教育培养目标,凝练课程所要培养的核心素养,体现课程独特育人价值和共通育人要求,形成清晰、有序、可评的课程目标,原则上,各门课程用不少于10%的课时设计跨学科主题学习~1,因此跨学科学习符合核心素养要求。实施小学语文高学段的跨学科阅读教学有利于拓宽学生多学科知识的广度,丰富学生知识结构,构建跨学科阅读视野,从而增强学生创新意识与实践能力,培养其探究意识与合作精神,故如何开展小学高学段语文跨学科阅读教学具有一定的研究价值。本研究在广泛阅读相关文献的基础上,把握了小学高学段跨学科阅读教学相关研究现状,并对连云港市三所小学的高学段语文教师及学生开展问卷调查、访谈及课堂观察,了解小学高学段语文跨学科阅读教学在意义理解、目标确立、学科整合、教学资源开发、教学方法选择及教学评价等方面的情况。经调查,发现目前高学段跨学科阅读教学的开展存在一些问题,如教师对跨学科阅读教学内涵及意义理解局限于知识拓展、教学目标确立对其他学科核心素养关注不足、教学内容偏向于知识的简单拼凑、教学方法及资源利用缺乏实践性关注、作业设计未体现情境性与实践性、忽视纵向评价及评价主体多元化。存在这些问题的原因主要有三个,一是教师实施跨学科阅读教学缺乏明确指导与客观条件支持,二是传统阅读教学惯性导致部分教师改革意识不足,三是部分高学段学生参与能力较低。针对目前存在的问题,本研究提出了一些改进策略,包括教师要充分认识到跨学科阅读教学教育价值,提升跨学科素养;教学目标确立应综合主学科及其他学科核心素养;教师应采用多种方法实现学科内容的深度整合;增加高学段跨学科阅读教学开放性资源的开发与利用;跨学科阅读教学方法选择应注重情境体验性;教学评价应注意评价方式及主体多元化。更多还原

【Abstract】 The 2022 edition of the Compulsory Education Chinese Curriculum Plan emphasizes adherence to quality-oriented education and reflects a people-centered approach.It implements the educational policy of the Party,aligning with the training objectives of compulsory education by distilling the core competencies to be cultivated within the curriculum.This reflects the unique educational value and shared requirements of the curriculum,forming clear and systematic curriculum goals.Furthermore,no less than 10%of each course’s class time is allocated for interdisciplinary topic studies.Consequently,interdisciplinary learning aligns with the requirements of core literacy development.Implementing interdisciplinary reading instruction in the senior Chinese section of primary schools contributes to broadening students’knowledge horizons,enriching their knowledge structures,constructing disciplinary reading perspectives,enhancing their innovative awareness and practical abilities,and cultivating their exploratory consciousness and cooperative spirit.Therefore,exploring how to conduct interdisciplinary reading teaching in the senior Chinese section of primary schools holds significant research value.Based on an extensive literature review,this study examines the current research status of interdisciplinary reading teaching in the senior Chinese section of primary schools.A questionnaire survey,interviews,and classroom observations were conducted among senior Chinese teachers in three primary schools in Lianyungang City to understand the state of interdisciplinary reading teaching in primary school senior sections,including aspects such as meaning comprehension,goal setting,subject integration,teaching resource development,teaching method selection,and teaching evaluation.The investigation reveals several issues in the development of interdisciplinary reading teaching in senior sections.For instance,teachers’understanding of the connotation and significance of interdisciplinary reading teaching is often limited to knowledge expansion;the establishment of teaching objectives does not adequately emphasize the core competencies of other disciplines;the teaching content tends toward simplistic knowledge patchwork;teaching methods and resource utilization lack practical focus;homework design fails to reflect context and practicality;and longitudinal evaluation and diversified evaluation subjects are overlooked.These problems stem from three main reasons:first,the absence of clear guidance and objective conditions for teachers to implement interdisciplinary reading teaching;second,the inertia of traditional reading teaching leading to a lack of reform consciousness among some teachers;and third,the low participation ability of some senior students.In response to these challenges,this study proposes several improvement strategies,including the need for teachers to fully recognize the educational value of interdisciplinary reading teaching and enhance interdisciplinary literacy;the integration of teaching objectives with the core competencies of both the main subject and other disciplines;the adoption of diverse methods to achieve deep integration of subject content;increased development and utilization of open resources in interdisciplinary reading teaching;attention to situational experience in selecting interdisciplinary reading teaching methods;and emphasis on diversified evaluation methods and subjects in teaching assessment.更多还原