Author(s)

Wei Zheng ¹, Hanyu Wang ¹

Affiliation(s)

¹ Faculty of Education, Beijing Normal University, Beijing, China

Corresponding Author

Wei Zheng

ABSTRACT

The introduction of the new version of China's Compulsory Education Curriculum 2022 (hereinafter referred to as the "Curriculum Programme") and the Curriculum Standards for each subject has brought the concept of "interdisciplinary thematic learning" back into the public eye and triggered heated discussions in the education community. The new version of the Curriculum Programme clearly states that it is necessary to "strengthen the connection between curriculum content and students' experience and social life, enhance the integration of knowledge within disciplines, and design integrated courses and interdisciplinary thematic learning in a coordinated manner", and that in principle, "no less than 10% of the lesson time of each course should be devoted to the design of interdisciplinary thematic learning. ". Interdisciplinary thematic learning has become a mandatory option in current curriculum teaching, and how to carry out effective interdisciplinary thematic learning design and implementation has attracted the attention of teachers and scholars. This paper attempts to propose a structural framework and teaching strategies for interdisciplinary theme learning from the perspective of Cultural-Historical Activity Theory on the basis of analysing the problems and confusions in the implementation of interdisciplinary theme learning, so as to provide theoretical guidance for frontline teachers' teaching design and implementation.

KEYWORDS

Interdisciplinary Thematic Learning, Cultural-Historical Activity Theory

CITE THIS PAPER

Wei Zheng, Hanyu Wang, Research on Interdisciplinary Thematic Learning—A Perspective Based on Cultural-Historical Activity Theory. Curriculum and Teaching Methodology (2024) Vol. 7: 138-150. DOI: http://dx.doi.org/10.23977/curtm.2024.070421.

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