《义务教育课程方案（2022年版）》提出设立“跨学科主题”学习活动，要求各个学科开展不低于10%课时的跨学科学习，强化学科间的相互关联，增强课程的综合性和实践性。那么，什么是英语教学中的跨学科学习，英语学科如何开展跨学科主题学习呢？
Showing students that their learning isn’t done in isolation can be hugely rewarding – for students as well as teachers. So why not try out integrated learning in your classroom? Below are some simple and effective cross curricular teaching strategies, for introducing elements from other subjects into your English lessons.
让学生知道他们的学习并不是孤立的、单一的，这对学生和老师来说都非常有益。那么为什么不在课堂上尝试融合学习呢？本期文章内容将重点介绍一些简单有效的跨学科教学策略，帮助和指导将其他科目的元素引入你的英语课程。
(资料图片仅供参考)
一
See the big picture/从整体出发
Look at the overall curriculum and identify possibilities.What opportunities are there for you to incorporate integrated learning? A geography unit on coastal erosion may fit well with an English unit on deive writing. If Music are doing a unit on rhythm, wouldn’t that be the perfect time to start talking iambs?
从整体出发研究课程并确定融合教学可能性，找出可以展开融合学习的知识点？比如，地理课程中，关于海岸侵蚀的单元内容可能与英文课本中描述性写作的单元内容非常吻合。如果音乐课上正在讲授节和学习同“节奏”相关知识的单元，那不是开始谈论 iambs的最佳时机吗？ （Iamb/抑扬格：a unit of rhythm in poetry, consisting of one short syllable that is not stressed followed by one long one that is stressed）
二
Key dates/抓住关键日期
Think about which major events could be recognised across departments. We tend to use Remembrance Day. Students read ‘Dulce et Decorum Est’ then, with history hats on, research what real-life events influenced Wilfred Owen. Through a scientific lens, they then research the effects of a gas attack and write an empathic response, as a victim.
想想哪些重大事件可以在多个学科中得到共同关注。这里，我们倾向于使用纪念日。然后，可以带领学生们阅读“Dulce et Decorum Est”，紧接着，带着历史的思考，研究哪些现实生活中的事件影响了Wilfred Owen（威尔弗雷德·欧文）。最后，引导学生通过科学的视角，研究毒气袭击的影响，并以受害者的身份写下自己感同身受的感想。
三
Get arty/寻找艺术感
For creative English lessons, after reading a poem, ask students to draw their interpretation. This may be an especially useful tool for ESL students, who may establish a perfectly valid but different meaning based on their mother tongue and cultural contexts.
对于创意英语课，在阅读一首诗后，让学生画出他们的解释。这对于母语非英语的学生来说可能是一个特别有用的学习策略，因为他们可能会根据自己的母语和文化背景建立一个完全有效但不同的含义。
四
Be creative/创造性
Content integration in education doesn’t just restrict you to school grounds. Visit your community to use a range of cross-curricular skills. A trip to our local market is always ripe with options: use maths to work out the price of a dozen apples and 10 eggs. Then, use at least four senses to describe the scene. You could easily incorporate Business Studies here too.
教学中的内容融合将我们限制在了校园内。不妨拜访一下你所在的社区，以使用一系列跨学科的技能。去当地市场常会收获很多运用多重学科知识的选择：用数学计算出一打苹果和 10 个鸡蛋的价格。然后，使用至少四种感官来描述你所经历的场景，在这里，你还可以轻松地将商业学习纳入到课堂学习中来。
五
Multimedia/多媒体
In a media unit, introduce elements of design and technology by considering why certain fonts and layouts are used in tabloid or broadsheet papers/websites. Does it affect how a reader creates meaning? Include integrated learning in your lesson plan by adding a touch of IT, and show your class how to design a front page using Publisher.
在一个讲诉媒体相关知识的单元中，通过引导学生们思考—为什么在报纸/网站中使用某些特定的字体和布局来介绍版面设计元素和相关技术。这些设计和元素会影响读者的理解吗？通过添加一些与IT相关的内容将跨学科融合学习纳入课程计划，并向班级学生展示如何使用工具设计报纸或网页页面。
六
Take English on tour/带着英语去学习
On World Poetry Day, visit other lessons and recite poems about science (Rossetti’s ‘Who Has Seen the Wind?’ is ideal for discussing the unknown) or maths (read a sonnet then ask students to write a mathematical formula explaining its structure). Just make sure you let other subject teachers know ahead of their lessons.
在世界诗歌日，参观其他课程并背诵有关科学的诗歌、文章。比如：Rossetti’s ‘Who Has Seen the Wind?’ is ideal for discussing the unknown，and read a sonnet then ask students to write a mathematical formula explaining its structure。
七
Team teach/团队教学
Working with other subject teachers is one of the most rewarding ways of bringing about content integration in education. It also reminds students that their learning is not done in isolation. It can be challenging to get everyone on board though, so plan carefully and have clear objectives.
与其他学科教师合作是在教育中实现内容融合最有价值的方式之一。这种方法还提醒学生，他们的学习不是孤立进行的。但是，让每个人都参与进来可能具有挑战性，因此请仔细计划并制定明确的目标。
八
Embrace other languages/拥抱不同的语言
Research suggests that ESL students should be encouraged to use their first language when planning and even discussing ideas. This is where integrated learning comes into its own. During personal, social, health and economic education (PSHE) or form time slots, go a step further and ask students to explain customs, festivals or beliefs in their mother tongue, then English. Be aware of any cultural sensitivities before trying this.
研究表明，教学应鼓励母语为非英语的学生群体在计划、讨论自己的想法时使用自己的母语，这就是融合学习发挥作用的地方。在有关个人、社会、健康、经济课程上，我们可以先要求学生用母语解释习俗、节日或信仰，然后再学生用英语来重复。
九
Collaborate and listen/合作&倾听
Most of the above requires horizontal planning and a willingness to work together. None of this should impact upon, or drive, the overall curriculum and learning outcomes. You’re simply taking what students would learn else where and seeing if it fits in with your own curriculum.
以上大部分活动都需要横向规划以及合作的意愿。这些都不应该影响或推动整体课程和学习成果。你只是把学生在别处学到的东西拿过来，看它是否适合你自己的课程。
十
Don’t force it/不强迫
When thinking about cross curricular links in English,some ideas are obvious and straight forward. Others may seem like forcing round pegs into stubbornly square holes. Introducing cross curricular teaching strategies should be a relatively natural, logical and, ultimately, rewarding process.
在计划英语教学中的跨课程衔接时，有些想法是显而易见的和直截了当的，但在其他人可能看起来像是将圆钉强行插入顽固的方孔中。引入跨课程教学策略应该是一个相对自然、合乎逻辑且最终有益的过程。
文章来源：剑桥大学出版社官方网页
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