品社_科学联合教研：一种跨学科的视角

1品社科学联合教研一种跨学科的视角A1内容提要A2小学品生（社）、科学学科自课改以来，专兼职教师普遍感到专业知识匮乏，驾驭教材能力欠缺，教学实践行为难以突破等。作为同任两学科的区级教研员，充分发挥工作角色优势，通过跨学科联合教研活动，为学科教师们搭建了一个多元交流的平台，形成全新的教研新景观。通过研究发现，跳出专业看专业，更易发现问题、受到启发、更易触及学科死角，从而产生顿悟，最终提升了综合学科教师们实施新课程的能力。A1关键词A2跨学科联合教研导研稿小学品生（社）、科学学科教研面临着现实困境，如教师个人专业发展方向摇摆不定，学科专业素养明显滞后，再加之教材理解与驾驭的难度增加，学校教学师资配备与管理的边缘化等。如何创新教研方式，使综合学科逐渐走出尴尬处境于是秦淮区小学科学、品社跨学科的观课议课联合教研应运而生。我们试图搭建了一个多元交流的平台,以此引导大家更多地注重学科与学科的联系，教师与教师间的差异，课堂与研究的共进。研讨活动G1025不G1177G7389G1016G19388学科课堂的G2588现，G17836G7389G5078科学学科G5114G3848人G1923G8601G13781师专业G6116G19283的G5506G3423G16774G5243，不G1177G7389G7424学科教师观课议课，G17836G7389跨学科的G256G7094G16277G7653G7420，G2460G16277G7874G7531G257的G2465G5617，不G1177G7389现G3342G13781师G17730G1552G1039G6357，G17836G7389后G13505的G13605G990G1126动G2656G5322G1292G6940应。不G2528的学校，不G2528的学科，G1306G17837G5194G8821G7389G5445G2721教师之间G11507G16814的G8819G17902G2656交流，G11468G2465，大家G7389了更多的G16282G16294、G13475G20576G2656G1461G5699，G7389了更G7389G1227G1552的G11908G6770、G2563发，教研活动G7389了新G21104G1000G6357G1049的G8687G3272。以跨学科的G16282G16294G6518G4559G6962G1154的教研G16282G18338，G7424G7003G16772G5417G991G7389G1863G17837G3342活动的实G17353与G5617G13783。一、动因G3252G1038G5049G1328G16294G14406的缘G6937，我G7094G2656G1852区品G5515教师们G3324G2528一G6124G3753，G2460G2656G5203大的科学G13781师G6116G1038研究共G2528G1319。G8611G5415G3364进科学课堂，G11487G2052G13781师G6255出G7509G4512G5617G13783G6518究的G19394G20076G7114，2G16277G2052学生G4557动G6175实G20576、G16772G5417、讨G16782是G18039G7691发G14270G1881G5527的G2928G10245与G6249G1849，我G7380G9157的G5875G2475是G256G14270G1039、合G1328、G6518究G257G17837G1857个G4395G3324G17837G18336不是G14469拳绣腿，而是师生G11507正的G17353行。G5415走进品生品社的课堂G7114，更多的是被课堂G990师生流露出的G11507情所G5875动，课G7094G7389G5203度、温度、G17836G7389G6940度。G1306似乎觉得G1016个学科G2460缺了点什么随着新课程改革的不断推进与G9157G1849，跨学科教研方式越来越G6116G1038区域教研的需要。一方面，与G256综合性G257G2656G256开放性G257的新课程理念G11468适应，必然要突破传统G5617维模式的局限，由以单一学科G1038固G7389教研模式向跨学科模式过渡。另一方面，所谓G256副科G257课程师资薄弱，先天不足，G256强势学科G257与G256弱势学科G257的G1016G7509分化也强烈呼唤跨学科教研的开展。G256何不让我们G1016个学科的G13781师G3364G3324一起，跨学科观课议课，G11468G1126切磋学习G257于是，便利、友好、优化、共享的学习共G2528G1319创建而生。二、意图跨学科研究G3324西方学术界G17902常被称G1038G256整合研究G257。提出G256跨越G257一词，其G1863注重点G3324于突破各个学科的G256界际领域G257。综合起来，跨学科研究的实质表现G1038G991述几个方面首先，从性质G990G11487，跨学科研究是一种新的研究范式，G1039要诉求是G3324方法G16782G990G7389所发展，突破学科壁垒，化解G7003、理科界限。各个参与学科的贡献G3324于根据G14270己的概念、构架、研究方法提出G4557G19394G20076的特定G11487法，G7380后结果是综合G17837些观点，构G6116一个多维G16282G18338的集合G1319，从而使研究摆脱单一G16282G18338的限制。第二个特征G3324于，跨学科研究G1039要是理G16782的，不是G17902过实G20576G2656技术，而G1039要G17902过人类的脑力资源G5617G13783进行。G7380后，跨学科研究的整合性G7424质是逐渐发展而来的。皮G1134G7492G16760G1038，跨学科研究G4613其发展G8712平而G16340，G2499以分G1038G1016个G19466G8585。G2033G13435G19466G8585表现G1038一G19388学科与其临G17829学科之间合G1328，导G14280G5456此G11468G1126G5445G2721，G1126G11468G1523G18504，如G1126G11468使G4557方G3324整G1319G990G7389所G1028G4512。G20652G13435G19466G8585G2029是整合G19466G8585，G17837一G19466G8585G5194不G9397足于各专G19388研究的G11468G1126G1328G11004，G17836要使各参与的学科之间G8821G7389固定的分界，而构G6116一个G5647的G1319系，G5194G1000G3324G5647的G1319系G1881G18108G1126G11468发生G1328G11004。三、策略1多元化的组织建设。跨学科教研G5859G2631着突破学科局限，建G12447更加G9801活、更加开放的动G5589教研G7438制。首先，G2499以利G11004不G2528的方式G3324不G2528的分科教研G13464之间建G12447G18633A3A0A5A4A7A6A9A8A11A10A13A12A15A14A17A16联，G1038不G2528学科的教师创G17908G8819G17902的G7438G1262。G1863联的方式G7389G11468G17829G1863联，G4570性质G11468G17829的学科教研G13464G1863联G3324一起G727G4557G8616与G1126G15929G1863联，G3324性质差异G17751大的学科教研G13464之间建G12447教研G1863系G727研究专G20076G1863联，学校G3324校G7424教研G5049G1328G16757G2022G1025统G12621G4445G6502教研专G20076，G1038各科教研G13464G6323定G11468G2528的G17885G20076。其G8437，G2499以建G12447跨学科的综合教研G13464，实现各学科平等、G3355G15925、G2528G8505发展。共G2528G17810G2052G7588一研究G20652度。2多视角的教学设计。跨学科集G1319备课G2499以G4570集G1319备课的优越性发G6393得更好，由于G1259多G256G19388G3818G8733G257的参与，其G16282G18338与G5617维G12366间G17840G8616G2528学科的集G1319备课开G19432。让其G1194学科的教师G5114着新异的G11458G1821，从G6142然不G2528的G16282G16294G2447G1863G10043G2656G4469G16282所备学科，多个G16282G16294的G11908G6770与交G8731G1262生G6116创G17908性的G16786G16757，使得集G1319备课由G256G2474G1259人之G19283G257，G990G2331G2052G256G2474G1259科之G19283G257。3多渠道的资源共享。G2560课G16792课是常G16280教研活动G7380G1039要的G5430式。G3324跨学科G2560课G1025，资源的G14731G2474不再局限于单一的学科G9204G17959，而G2499以G1867G7389G5203G8879G17885G6333性，G6329G7389更多的学科G9204G17959。G17837G7691，资源的G1028G4512性、多G7691性G17840G19762G2528学科G2560课G2499G8616。教师G2494G7389G3374G6357G19283G7411的跨学科G2560课，G6177G14033更好地G1038G14270己的学科教学G12227G13059G1028G4512而G1852面的资源G1660备。4多内涵的专业发展。G5415G2081，G1177G1177G17873求G3324G7588一学科领域G6116G1038G2529师的教师G5062G13475不再是合G7696的教师，教师的专业素养的G1881G9097正G3324发生重要的G17728G2476G252G252由单一G17247向综合。G3252而，区域G3533G16769也要G6238着G11536点放G3324教师人G7003素养、科学素养的综合提G2331G990，我们应G16825G3324更G20652更新的G4630面G990G1431进教师专业素质的多G1881G9097发展，G17837G7691G6177G14033使G5203大教师的个人素质G9397足G9397足学生G1852面发展的需要。四、教研案例举要活动对象区品社、科学学科市区骨干教师，专兼职教师2名，分管领导及教G4162教研G998G2602G3757G1681领导活动G3240G19752G19G19G26G2733G20G20G41972G27G3088活动G1305G1316G2706G2104市G2997G1833区小G3686G1813小学（G3224级实G3954小学）活动G4438题4小学科学、品德学科联合教研暨秦淮区名特优教师展示系列活动之一研讨主题A18A19A20A21A22A23A21A24A25A26A27A28A29A30A31A18A19A32A33A23A34A23A35A31A36A21A22A37A38A39A40A2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