Key Competencies of Learners in Interdisciplinary Thematic Learning—Connotation Interpretation and Content Analysis

素养时代下教育产生新变。《义务教育课程标准(2022年版)》明确提出了新的教育方式——“跨学科主题学习”。然而，目前跨学科主题学习在设计端轰轰烈烈，在实践端却寸步难行。基于实践，学习者在跨学科主题学习实践中面对着阻力。如何破题，不仅要从跨学科主题活动自身思考，更要在跨学科主题学习者的特质中寻求答案。学习方式在一定程度上决定着学习者的特质。“自主、合作、探究”的素养化学习方式提示着基于主体端的学习者应针对科学探究力、具身认知力、合作协商力有所训练，以更好地在跨学科主题实践中真正地提升核心素养。The arrival of the era of literacy has brought about new changes in education. The Curriculum Standards for Compulsory Education (2022 Edition) clearly propose a new educational approach—“interdisciplinary thematic learning”. However, currently interdisciplinary thematic learning is booming in the design field, but it is difficult to move forward in practice. Learners who learn one of the three major elements cannot escape the blame, and the reason for this is that learners of interdisciplinary thematic learning face certain obstacles in practice. How to solve problems requires not only thinking about the interdisciplinary theme activity itself, but also seeking answers from the characteristics of interdisciplinary theme learners. The learning style to a certain extent determines the characteristics of learners. The literacy based learning approach of “autonomy, cooperation, and exploration” suggests that learners based on the subject end should be trained in scientific inquiry, embodied cognition, and collaborative negotiation skills to better enhance their core competencies in interdisciplinary thematic practice.