Exploring the Boundary of the Connotation of “Interdisciplinary Learning of Chinese Language”——Doubts on “Comprehensive Practical Activities”

Abstract

The task group of "interdisciplinary learning" proposed for the first time in the Chinese Language Curriculum Standards for Compulsory Education (2022 Edition) is a new field of curriculum and teaching. However, the new curriculum standard does not provide a clear definition or exploration of its connotation, which has led to certain doubts and differences in the translation of higher-level theory into concrete practice. Only by deeply understanding it from a theoretical perspective can teachers construct and implement it. In terms of the nature of the curriculum, many scholars regard interdisciplinary Chinese language learning as the evolution and upgrading of "comprehensive learning". However, in depth, interdisciplinary Chinese language learning should not only include comprehensive practical activities, but also reading practical activities.