中国电化教育

跨学科学习已经是义务教育新课程方案倡导的一种重要学习方式，但当前跨学科学习仍存在着“浅层、异化、盲目跨”等问题。研究从跨学科学习的内涵出发，分析了促进跨学科学习发生的机制及要素，主要包括三个方面：高阶思维技能的发展、真实情境问题解决的过程、学习环境设计。在此基础上，构建了促进跨学科学习的学习环境设计模型，并从“目标—内容—方法—评价”四个方面提出了实施策略。依据该模型设计了学习活动，开展了为期一个月的教学实践研究。研究结果表明：促进跨学科学习的学习环境设计模型能有效发展学生的高阶思维技能，有效降低学生的外在认知负荷和内在认知负荷，增加关联认知负荷，表现出了较好的心流体验；跨学科学习过程中呈现出“认知负荷—心流体验—高阶思维技能”相互影响的机制。

Interdisciplinary learning has been an important learning way advocated by the new Compulsory Education Curriculum Program, but there are still problems such as “shallowness, alienation and blind crossing” in interdisciplinary learning currently.Based on the connotation of interdisciplinary learning, this paper analyzes the mechanism and elements of promoting interdisciplinary learning, which mainly includes three aspects: the development of higher-order thinking skills, the process of solving real situation problems and the design of learning environment. On this basis, this paper constructs a learning environment design model to promote interdisciplinary learning, and puts forward implementation strategies from four aspects of “objective-content-method-evaluation”.Based on the model, this research designed a series of related learning activities and conducted a month-long practical study. The research results show that the learning environment design model for promoting interdisciplinary learning can effectively develop students' high-order thinking skills, effectively reduce students' external cognitive load and internal cognitive load, increase related cognitive load, and demonstrate a good flow experience. Moreover, in the process of interdisciplinary learning, there is a mechanism of mutual influence between “cognitive load-flow experience-high-order thinking skills”.