“生活·实践”教育与跨学科教学的互构研究
Research on“Life-Practice”Education and Interdisciplinary Thematic Teaching-A Dual-Structure Analysis Based on the Unity of Knowledge andAction Theory
作者: 蓝书扬(日本城西国际大学，日本东京283-8555)
关键词: “生活·实践”教育;跨学科教学;知行合一;双向互构;协同育人 “Life-Practice”Education; interdisciplinary teaching; unity of knowledge and action; dual-structure; collaborative education
摘要:文章基于知行合一理论,采用理论分析法,比较"生活·实践”教育与跨学科主题教学的核心内涵、差异及互补性,结合案例阐释两者的协同模式,探讨双向互构关系,揭示协同育人的路径与价值,对推动核心素养导向的教育改革具有重要启示。“生活·实践”教育以真实情境驱动经验习得;跨学科教学通过知识整合促进认知重构,二者在目标上均指向真实问题解决能力培养,方法上形成“实践一认知"互补循环,如“校园午餐浪费”项目中的学以致用、“家庭节水方案”中的知行合一。“生活·实践”教育与跨学科主题教学融合构建的“一体两面”协同框架,深化了陶行知教育思想与现代跨学科理论的融合,为破解学科割裂、知行脱节问题提供了“项目式学习”等操作范式,助力培养兼具行动力与系统思维的未来人才。
Abstract: This study employs theoretical analysis to examine the core concepts, differences, and complementarity between“Life-Practice"Education (LPE) and interdisciplinary thematic teaching(ITT) under the framework of the Unity of Knowledge and Action Theory. By analyzing case studies such as the“School Lunch Waste Reduction”project (demonstrating learning by application) and the“Household Water-Saving Initiative”(exemplifying unity of knowing and doing), the research explores their synergistic models and dual-structure relationship, revealing pathways and value for collaborative education.Findings indicate that LPE, driven by real-world contexts, fosters experiential learning, while ITT enhances cognitive restructuring through knowledge integration. Both approaches converge in cultivating problem-solving competencies and form a“practice-cognition” complementary cycle. The study proposes an “integrated dual-aspect”framework, bridging Tao Xingzhi's educational philosophy with modern interdisciplinary theory. Practically, it offers operational paradigms like project-based learning(PBL) to address disciplinary fragmentation and the knowledge-action divide, ultimately nurturing future talents with both practical agency and systemic thinking.
