A PLATFORM FOR A SHARED DISCOURSE OF INTERDISCIPLINARY EDUCATION
A PLATFORM FOR A SHARED DISCOURSE OF INTERDISCIPLINARY EDUCATION
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跨学科教育共享讨论平台
DOI：
10.2390/jsse-v5-i4-1026
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
J. Klein
中科院分区：
文献类型：
--
作者：
J. Klein
学科2交互。跨学科的历史背景跨学科定义摘要“学科性”和“跨学科性”已经成为21世纪知识和教育的关键词。这种发展要求各级教育系统的管理者、课程规划者和教师对这两个术语及其关系有一个共同的理解。主要的案例研究是美国的学校水平。然而，与其他国家的比较表明，这是一个长期国际对话的平台，可以跨越国家背景以及学校和大学水平的跨学科话语。共享的话语和教师培训计划要求了解跨学科教育的历史背景，区分设计模型的主要术语，特色教学方法和相关学习技能。
Disciplinarity 2. Interdisciplinary Historical Context 3. Interdisciplinary Definition 4. Interdisciplinary Pedagogy and Skills Abstract "Disciplinarity" and "interdisciplinarity" have become keywords for knowledge and education in the twenty-first century. This development requires that administrators, curriculum planners, and teachers at all levels of the educational system have a common understanding of both terms and their relationship. The primary case study is the school level in the United States. Yet, comparisons with other nations suggest a platform for longer-term international dialogue that bridges the discourses of interdisciplinarity across national contexts as well as school and university levels. A shared discourse and programs of teacher training require awareness of historical contexts of interdisciplinary education, major terminology for distinguishing design models, characteristic pedagogical approaches, and related learning skills.