历史跨学科能力建构：逻辑与路径

黄作银; 袁从秀

教师教育学报

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历史跨学科能力建构：逻辑与路径

黄作银, 袁从秀. 历史跨学科能力建构：逻辑与路径[J]. 教师教育学报.

引用本文:

黄作银, 袁从秀. 历史跨学科能力建构：逻辑与路径[J]. 教师教育学报.

HUANG Zuoyin, YUAN Congxiu . The Logic and Path of Cultivating the Interdisciplinary Competence in History[J]. Journal of Teacher Education.

Citation:

HUANG Zuoyin, YUAN Congxiu . The Logic and Path of Cultivating the Interdisciplinary Competence in History[J]. Journal of Teacher Education.

历史跨学科能力建构：逻辑与路径

西南大学教师教育学院, 重庆 400715

详细信息

作者简介:
黄作银，西南大学教师教育学院硕士研究生；袁从秀，教育学博士，西南大学教师教育学院教授。

中图分类号: G633.51

The Logic and Path of Cultivating the Interdisciplinary Competence in History

College of Teacher Education, Southwest University, Chongqing 400715, China

摘要: 历史跨学科能力是学生开展历史跨学科学习活动的必要心理条件，是在深挖跨学科能力中的历史学科特点与历史学科能力基础之上的跨学科学习条件后，二者共融互生的产物。其遵循以历史学科认知结构为逻辑原点、以建立多学科信息间的联结为学习方式、以历史跨学科认知结构为目标指向的生成逻辑，细分为跨学科情境感知与问题发现能力、跨学科思维发散与假设提出能力、跨学科知识整合与假设实证能力、跨学科方法迁移与问题论断能力、跨学科学习反思与经验总结能力等五项子能力。初中历史教科书“课后活动”栏目题型多样，涉及多门学科的知识与技能考查，具有跨学科的本质属性，可为培养学生历史跨学科能力提供以下实践路径：情境学习、假设演绎、推理论证、合作探究和反思学习。
- 历史跨学科能力 /
- 初中历史 /
- 跨学科主题学习 /
- 历史教科书 /
- “课后活动”
Abstract: History interdisciplinary competence is the necessary psychological condition to determine whether the interdisciplinary thematic learning activities in history can be carried out smoothly. It is the integration and mutual generation after digging deeply into the characteristics of history subject in interdisciplinary competence and the conditions of interdisciplinary learning based on history subject ability. Following a generative logic that takes the cognitive structure of the history discipline as the logical origin, establishes connections between interdisciplinary information as the learning method, and targets the interdisciplinary cognitive structure of history. It focuses on interdisciplinary situational awareness and problem discovery competence, interdisciplinary thinking divergence and hypothesis formulation competence, interdisciplinary knowledge integration and hypothesis demonstration competence, interdisciplinary method transfer and problem conclusion competence, interdisciplinary learning reflection and experience summary competence. There are various types of questions in the column of "After-school Activities" in junior middle school history textbooks, involving knowledge and skill testing in multiple disciplines, and has an essential interdisciplinary attribute, which can provide practical paths for cultivating interdisciplinary ability in history: situational learning, hypothesis deduction, reasoning demonstration, cooperative inquiry, reflective learning.
- interdisciplinary competence in history /
- middle school history /
- interdisciplinary thematic learning /
- history textbooks /
- "after-school activities" .

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历史跨学科能力建构：逻辑与路径

作者简介: 黄作银，西南大学教师教育学院硕士研究生；袁从秀，教育学博士，西南大学教师教育学院教授。
西南大学教师教育学院, 重庆 400715

网络出版日期: 2024-01-12

关键词:

摘要: 历史跨学科能力是学生开展历史跨学科学习活动的必要心理条件，是在深挖跨学科能力中的历史学科特点与历史学科能力基础之上的跨学科学习条件后，二者共融互生的产物。其遵循以历史学科认知结构为逻辑原点、以建立多学科信息间的联结为学习方式、以历史跨学科认知结构为目标指向的生成逻辑，细分为跨学科情境感知与问题发现能力、跨学科思维发散与假设提出能力、跨学科知识整合与假设实证能力、跨学科方法迁移与问题论断能力、跨学科学习反思与经验总结能力等五项子能力。初中历史教科书“课后活动”栏目题型多样，涉及多门学科的知识与技能考查，具有跨学科的本质属性，可为培养学生历史跨学科能力提供以下实践路径：情境学习、假设演绎、推理论证、合作探究和反思学习。

English Abstract

The Logic and Path of Cultivating the Interdisciplinary Competence in History

西南大学教师教育学院, 重庆 400715

Available Online: 2024-01-12

Keywords:

Abstract: History interdisciplinary competence is the necessary psychological condition to determine whether the interdisciplinary thematic learning activities in history can be carried out smoothly. It is the integration and mutual generation after digging deeply into the characteristics of history subject in interdisciplinary competence and the conditions of interdisciplinary learning based on history subject ability. Following a generative logic that takes the cognitive structure of the history discipline as the logical origin, establishes connections between interdisciplinary information as the learning method, and targets the interdisciplinary cognitive structure of history. It focuses on interdisciplinary situational awareness and problem discovery competence, interdisciplinary thinking divergence and hypothesis formulation competence, interdisciplinary knowledge integration and hypothesis demonstration competence, interdisciplinary method transfer and problem conclusion competence, interdisciplinary learning reflection and experience summary competence. There are various types of questions in the column of "After-school Activities" in junior middle school history textbooks, involving knowledge and skill testing in multiple disciplines, and has an essential interdisciplinary attribute, which can provide practical paths for cultivating interdisciplinary ability in history: situational learning, hypothesis deduction, reasoning demonstration, cooperative inquiry, reflective learning.