Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition) ›› 2023, Vol. 59 ›› Issue (3): 85-91.doi: 10.16088/j.issn.1001-6597.2023.03.008

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The Theoretical Significance and Implementation of Interdisciplinary Thematic Learning —Reflection on the Curriculum Program for Compulsory Education (2022 Edition)

WANG Hui, ZHOU Xu   

  1. Faculty of Education, Beijing Normal University, Beijing 100875, China
  • Received:2022-12-02 Online:2023-05-15 Published:2023-07-11

Abstract: The comprehensive curriculum focuses on the “connections” between disciplines, but ignores the depth of knowledge acquisition. In contrast, the teaching of one single discipline ensures the depth of knowledge transmission, but it leaves alone the “connections” between disciplines. To break such a dilemma depends on “interdisciplinary thematic learning” as it can deepen students' intuitive understanding of knowledge through interdisciplinary connections and cooperation, and enable them to “know what it is and why it is”, thereby promoting students' deep mastery of knowledge. To achieve high-quality “interdisciplinary thematic learning”, the path of “generation” should be abandoned and teachers should select teaching content carefully, organize materials reasonably, and design teaching scientifically.

Key words: interdisciplinary thematic learning, curriculum program for compulsory education, knowledge, teaching

CLC Number:  G42
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