跨学科单元的学习是这样一个过程，学生对两个或两个以上学科或学科组的知识体系或认识方法产生理解，并对它们加以整合，从而创造出新的理解。在教学计划中不同学科教师相互协作，在单元教学中对知识进行融会贯通，学生能够创造性的利用知识领域来产生新的理解，培养心智的灵活性，成长为终身学习者。
An IDU is a unit of study that combines the perspectives of two or more different subject areas to enhance student understanding, foster collaboration and promote the transfer of understanding for lifelong learning. A formal IDU also has four specific criteria that students are being assessed on. They are Knowledge & Understanding, Synthesis Thinking, Communication and Reflection. The informal IDU assesses any of the IDU criteria related to perceived collaboration of the subjects involved.
图1.跨学科理解
在中学项目中培育跨学科教学与学习，IBO,2015
本学期，融合部中学课程发展中心组织开展了一系列有质量的跨学科教学实践。在两个大型的正式跨学科项目和四个小型的非正式跨学科项目中，教师和学生在不同的学科和学科组领域里展开了充分的协作。应对真实世界挑战，充满活力又富有创意的解决方案来源于充满想象力的跨学科协作。
This semester, teachers have been working hard implementing engaging, rigorous and thoughtful interdisciplinary units for our students. Our students embarked on two formal and four informal IDU projects, which saw the collaboration of teachers and students from various subject areas. We believe that more creative solutions tend to come from imaginative interdisciplinary collaboration.
图2.跨学科学习的关键特性
在中学项目中培育跨学科教学与学习，IBO,2015
语言习得跨学科产品设计
Language acquisition & Product design
六年级大型的正式跨学科单元中，学生从语言习得的课堂上学习了英文撰写说明文的方法和技巧，并将所学直接应用于在产品设计课堂中设计和制作的时钟产品发布会的产品说明上。这个跨学科的单元让学生有机会进一步发展创造力，并拓展交流技能。
Grade 6 IDU was an avenue for student to learn from first-hand experience the skill of expository writing using a customized clock they have created. The creation of the product and the detailed expository writing about the product afforded students the opportunity to improve on their creativity and communication skills.
综合人文跨学科语言习得
IAS & Language acquisition
九年级的正式跨学科单元整合了英文和人文学科的知识与技能，进一步理解联合国可持续发展目标，包含“消除贫困和饥饿”，“良好健康与福祉”, “工业、创新和基础设施”等，并通过英语辩论的形式表达自己的观点。本单元的辩题是“如何消除经济不发达国家的贫困？通过贸易还是援助？”学生能够通过辩论发言参与国际事务的意见表达，进一步发展分析事物的能力、批判性思考能力以及交流技能。经过这个单元的学习，学生不但关注国际议题，也同时以积极的姿态参与行动。
On their part, grade 9 students drew on expertise from English and IAS to develop a more complete understanding of the UN Sustainable Development Goals and to articulate their views in form of debate --- which can eliminate poverty in LEDCs, trade or aid? They have come to appreciate the need to make an informed decision about global issues and share their opinion in developmental discourse. Through the project, they improved their analytical, critical thinking and communication skills. They are now poised to better understand global developmental issues and take an active part in the developmental discourse.
设计跨学科科学和人文
Design, Science and IAS
本学期八年级组织进行了一个小型的非正式跨学科项目探究，包含设计、生物以及地理学科。八年级的学生以小组为单位，在“服务与行动”的时间段里，去到六、七两条年级做了题为“推动环境可持续发展”的演讲。在演讲互动中，结合了生物与地理学科的知识，播放了自己剪辑制作的关于环境污染的视频画面，并同时展示了使用可回收材料制作的各种产品。作为负责任的公民，学生们希望通过这个项目的学习成果和实践行动，号召学弟学妹们通过资源回收和废物再利用等形式减少制造垃圾。
Students in Grade 8 also did an Informal Interdisciplinary Unit that involved Design, Biology and Geography subjects. The Informal IDU led to produce a video and an up-cycled product from waste. They also provided a presentation titled Awareness creation for environmental sustainability for their juniors. As young global citizens they hope to contribute to reduce waste generation through prevention, reduction, recycling, and reuse of waste.
视觉艺术跨学科人文
Visual Arts & IAS
七年级的小型非正式跨学科项目是用艺术手法创造“幻景”，通过这个项目鼓励学生反思人类与环境之间的关系。地理和艺术学科老师在单元学习中指引学生敬畏环境，减少人类活动对环境的影响，情境的学习建立在交通系统和全球变暖对人们生活的影响，艺术创作也由此展开引申。
Grade 7 student did a project on dreamscape which encourages them to reflect on human connections with environment. The geography and Arts teachers guided students to cultivate a respect for the environment and reduce the impact on the environment. The contextualized the study on the effects of transport system on life and the effects of global warming.
结束语
Conclusion
跨学科探究的学习体验让融合部中学学生对学科知识的理解更加深刻和广泛。在每一个跨学科项目中，学生都有机会从不同的学科角度分析解决同一个问题。在跨学科实践的学生作品中体现了学生在过程中获得的富有洞察力的批判性思考和创造性思考。感谢所有参与跨学科教学计划和实施的老师，跨学科思维是新时代年轻人应对复杂世界必备的素质。
The learning experience allowed students to have much broader understanding since they were required to analyze the issues from many different perspectives. At the end of the day, the students demonstrated insightful and sophisticated critical and creative thinking skills in their final projects. Many thanks to the teachers for equipping our students with the necessary skills required to be successful in the 21st century.
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