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儿童认识到的世界是综合的,因此,应该打破学科壁垒,让你中有我,我中有你的世界成为一个整体。但近100年来,我们从西学中引入一种条分缕析的思维方式,学科愈分愈细、专业愈来愈狭窄化。这样固然便于研究事物的细部,使知识系统化、逻辑化,但事物间的联系又被弱化。学生不能借A学科去理解把握B学科、C学科,不会把数学的思维方式引入议论文的写作,不能借语言知识快速把握自然科学文本表述的严谨性。“隔行如隔山”自然产生。本期所编三篇短文意在抛砖引玉,以引起更多的教师关注学科间的联系,关注《科学》与《历史与社会》《艺术》等综合课的命运,在教学中建立“综合性思维”的方式。
The world that children recognize is comprehensive. Therefore, you should break down the barriers of discipline and let you have me, and the world in which you have become a whole. However, in the past 100 years, we have introduced a kind of thinking method of divergence from Western studies. The disciplines have become narrower and more specialized, and the profession has become narrower and narrower. This, of course, makes it easy to study the details of things and to systematize and logicalize knowledge, but the links between things are weakened. Students can’t use A subject to understand B and C disciplines. They can’t introduce mathematical thinking into the writing of argumentation. They can’t use language knowledge to quickly grasp the rigor of the representation of natural science texts. “Interlacing is like every other mountain” naturally occurs. The three short essays compiled in this issue are intended to be initiated in order to attract more teachers to pay attention to the links between disciplines and to pay attention to the fate of comprehensive courses such as “Science,” “History and Society,” and “Art,” and to establish “comprehensive thinking” in teaching. "The way.