《義務(wù)教育課程方案（2022年版）》提出設(shè)立“跨學(xué)科主題”學(xué)習(xí)活動(dòng)，要求各個(gè)學(xué)科開(kāi)展不低于10%課時(shí)的跨學(xué)科學(xué)習(xí)，強(qiáng)化學(xué)科間的相互關(guān)聯(lián)，增強(qiáng)課程的綜合性和實(shí)踐性。那么，什么是英語(yǔ)教學(xué)中的跨學(xué)科學(xué)習(xí)，英語(yǔ)學(xué)科如何開(kāi)展跨學(xué)科主題學(xué)習(xí)呢？
Showing students that their learning isn’t done in isolation can be hugely rewarding – for students as well as teachers. So why not try out integrated learning in your classroom? Below are some simple and effective cross curricular teaching strategies, for introducing elements from other subjects into your English lessons.
讓學(xué)生知道他們的學(xué)習(xí)并不是孤立的、單一的，這對(duì)學(xué)生和老師來(lái)說(shuō)都非常有益。那么為什么不在課堂上嘗試融合學(xué)習(xí)呢？本期文章內(nèi)容將重點(diǎn)介紹一些簡(jiǎn)單有效的跨學(xué)科教學(xué)策略，幫助和指導(dǎo)將其他科目的元素引入你的英語(yǔ)課程。
(資料圖片僅供參考)
一
See the big picture/從整體出發(fā)
Look at the overall curriculum and identify possibilities.What opportunities are there for you to incorporate integrated learning? A geography unit on coastal erosion may fit well with an English unit on deive writing. If Music are doing a unit on rhythm, wouldn’t that be the perfect time to start talking iambs?
從整體出發(fā)研究課程并確定融合教學(xué)可能性，找出可以展開(kāi)融合學(xué)習(xí)的知識(shí)點(diǎn)？比如，地理課程中，關(guān)于海岸侵蝕的單元內(nèi)容可能與英文課本中描述性寫(xiě)作的單元內(nèi)容非常吻合。如果音樂(lè)課上正在講授節(jié)和學(xué)習(xí)同“節(jié)奏”相關(guān)知識(shí)的單元，那不是開(kāi)始談?wù)?iambs的最佳時(shí)機(jī)嗎？ （Iamb/抑揚(yáng)格：a unit of rhythm in poetry, consisting of one short syllable that is not stressed followed by one long one that is stressed）
二
Key dates/抓住關(guān)鍵日期
Think about which major events could be recognised across departments. We tend to use Remembrance Day. Students read ‘Dulce et Decorum Est’ then, with history hats on, research what real-life events influenced Wilfred Owen. Through a scientific lens, they then research the effects of a gas attack and write an empathic response, as a victim.
想想哪些重大事件可以在多個(gè)學(xué)科中得到共同關(guān)注。這里，我們傾向于使用紀(jì)念日。然后，可以帶領(lǐng)學(xué)生們閱讀“Dulce et Decorum Est”，緊接著，帶著歷史的思考，研究哪些現(xiàn)實(shí)生活中的事件影響了Wilfred Owen（威爾弗雷德·歐文）。最后，引導(dǎo)學(xué)生通過(guò)科學(xué)的視角，研究毒氣襲擊的影響，并以受害者的身份寫(xiě)下自己感同身受的感想。
三
Get arty/尋找藝術(shù)感
For creative English lessons, after reading a poem, ask students to draw their interpretation. This may be an especially useful tool for ESL students, who may establish a perfectly valid but different meaning based on their mother tongue and cultural contexts.
對(duì)于創(chuàng)意英語(yǔ)課，在閱讀一首詩(shī)后，讓學(xué)生畫(huà)出他們的解釋。這對(duì)于母語(yǔ)非英語(yǔ)的學(xué)生來(lái)說(shuō)可能是一個(gè)特別有用的學(xué)習(xí)策略，因?yàn)樗麄兛赡軙?huì)根據(jù)自己的母語(yǔ)和文化背景建立一個(gè)完全有效但不同的含義。
四
Be creative/創(chuàng)造性
Content integration in education doesn’t just restrict you to school grounds. Visit your community to use a range of cross-curricular skills. A trip to our local market is always ripe with options: use maths to work out the price of a dozen apples and 10 eggs. Then, use at least four senses to describe the scene. You could easily incorporate Business Studies here too.
教學(xué)中的內(nèi)容融合將我們限制在了校園內(nèi)。不妨拜訪(fǎng)一下你所在的社區(qū)，以使用一系列跨學(xué)科的技能。去當(dāng)?shù)厥袌?chǎng)常會(huì)收獲很多運(yùn)用多重學(xué)科知識(shí)的選擇：用數(shù)學(xué)計(jì)算出一打蘋(píng)果和 10 個(gè)雞蛋的價(jià)格。然后，使用至少四種感官來(lái)描述你所經(jīng)歷的場(chǎng)景，在這里，你還可以輕松地將商業(yè)學(xué)習(xí)納入到課堂學(xué)習(xí)中來(lái)。
五
Multimedia/多媒體
In a media unit, introduce elements of design and technology by considering why certain fonts and layouts are used in tabloid or broadsheet papers/websites. Does it affect how a reader creates meaning? Include integrated learning in your lesson plan by adding a touch of IT, and show your class how to design a front page using Publisher.
在一個(gè)講訴媒體相關(guān)知識(shí)的單元中，通過(guò)引導(dǎo)學(xué)生們思考—為什么在報(bào)紙/網(wǎng)站中使用某些特定的字體和布局來(lái)介紹版面設(shè)計(jì)元素和相關(guān)技術(shù)。這些設(shè)計(jì)和元素會(huì)影響讀者的理解嗎？通過(guò)添加一些與IT相關(guān)的內(nèi)容將跨學(xué)科融合學(xué)習(xí)納入課程計(jì)劃，并向班級(jí)學(xué)生展示如何使用工具設(shè)計(jì)報(bào)紙或網(wǎng)頁(yè)頁(yè)面。
六
Take English on tour/帶著英語(yǔ)去學(xué)習(xí)
On World Poetry Day, visit other lessons and recite poems about science (Rossetti’s ‘Who Has Seen the Wind?’ is ideal for discussing the unknown) or maths (read a sonnet then ask students to write a mathematical formula explaining its structure). Just make sure you let other subject teachers know ahead of their lessons.
在世界詩(shī)歌日，參觀其他課程并背誦有關(guān)科學(xué)的詩(shī)歌、文章。比如：Rossetti’s ‘Who Has Seen the Wind?’ is ideal for discussing the unknown，and read a sonnet then ask students to write a mathematical formula explaining its structure。
七
Team teach/團(tuán)隊(duì)教學(xué)
Working with other subject teachers is one of the most rewarding ways of bringing about content integration in education. It also reminds students that their learning is not done in isolation. It can be challenging to get everyone on board though, so plan carefully and have clear objectives.
與其他學(xué)科教師合作是在教育中實(shí)現(xiàn)內(nèi)容融合最有價(jià)值的方式之一。這種方法還提醒學(xué)生，他們的學(xué)習(xí)不是孤立進(jìn)行的。但是，讓每個(gè)人都參與進(jìn)來(lái)可能具有挑戰(zhàn)性，因此請(qǐng)仔細(xì)計(jì)劃并制定明確的目標(biāo)。
八
Embrace other languages/擁抱不同的語(yǔ)言
Research suggests that ESL students should be encouraged to use their first language when planning and even discussing ideas. This is where integrated learning comes into its own. During personal, social, health and economic education (PSHE) or form time slots, go a step further and ask students to explain customs, festivals or beliefs in their mother tongue, then English. Be aware of any cultural sensitivities before trying this.
研究表明，教學(xué)應(yīng)鼓勵(lì)母語(yǔ)為非英語(yǔ)的學(xué)生群體在計(jì)劃、討論自己的想法時(shí)使用自己的母語(yǔ)，這就是融合學(xué)習(xí)發(fā)揮作用的地方。在有關(guān)個(gè)人、社會(huì)、健康、經(jīng)濟(jì)課程上，我們可以先要求學(xué)生用母語(yǔ)解釋習(xí)俗、節(jié)日或信仰，然后再學(xué)生用英語(yǔ)來(lái)重復(fù)。
九
Collaborate and listen/合作&傾聽(tīng)
Most of the above requires horizontal planning and a willingness to work together. None of this should impact upon, or drive, the overall curriculum and learning outcomes. You’re simply taking what students would learn else where and seeing if it fits in with your own curriculum.
以上大部分活動(dòng)都需要橫向規(guī)劃以及合作的意愿。這些都不應(yīng)該影響或推動(dòng)整體課程和學(xué)習(xí)成果。你只是把學(xué)生在別處學(xué)到的東西拿過(guò)來(lái)，看它是否適合你自己的課程。
十
Don’t force it/不強(qiáng)迫
When thinking about cross curricular links in English,some ideas are obvious and straight forward. Others may seem like forcing round pegs into stubbornly square holes. Introducing cross curricular teaching strategies should be a relatively natural, logical and, ultimately, rewarding process.
在計(jì)劃英語(yǔ)教學(xué)中的跨課程銜接時(shí)，有些想法是顯而易見(jiàn)的和直截了當(dāng)?shù)模谄渌丝赡芸雌饋?lái)像是將圓釘強(qiáng)行插入頑固的方孔中。引入跨課程教學(xué)策略應(yīng)該是一個(gè)相對(duì)自然、合乎邏輯且最終有益的過(guò)程。
文章來(lái)源：劍橋大學(xué)出版社官方網(wǎng)頁(yè)
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