Interdisciplinary thematic learning is an educational approach that breaks down traditional disciplinary boundaries by integrating knowledge and skills from multiple fields. It emphasizes project-based, inquiry-driven, and collaborative learning within authentic or simulated problem contexts to foster students’ holistic competencies. Under this model, learning methods are undergoing profound transformation: shifting from teacher-centered instruction to student-centered knowledge construction; moving beyond rote memorization toward knowledge transfer and real-world application; and evolving from single-discipline perspectives to systems thinking that synthesizes multiple disciplines. For instance, when exploring the theme of ‘climate change,’ students might draw on geography, biology, chemistry, sociology, and even ethics to conduct research, build models, engage in debates, and design solutions. This approach not only enhances critical thinking, creativity, and collaboration but also better reflects the complexity and interconnectedness of real-world challenges. Educators, in turn, must transition from being mere knowledge transmitters to becoming designers, facilitators, and co-learners who cultivate supportive environments and assessment frameworks for interdisciplinary inquiry. Interdisciplinary thematic learning is thus redefining the relationship between teaching and learning, driving education from a knowledge-centric paradigm toward one centered on core competencies and lifelong learning.
跨学科主题学习是一种打破传统学科壁垒、整合多领域知识与技能的学习方式，强调在真实或模拟的问题情境中，通过项目式、探究式和协作式学习，促进学生综合素养的发展。在此背景下，学习方式正经历深刻变革：从以教师为中心的单向传授，转向以学生为中心的主动建构；从孤立的知识记忆，转向知识的迁移与应用；从单一学科视角，转向多学科融合的系统思维。例如，在‘气候变化’这一主题下，学生需结合地理、生物、化学、社会学甚至伦理学等多学科知识，开展调研、建模、辩论与解决方案设计。这种学习方式不仅提升了学生的批判性思维、创新能力和合作意识，也更贴近现实世界的复杂性与综合性。教育者则需转变角色，成为学习的设计者、引导者与协作者，构建支持跨学科探究的学习环境与评价体系。跨学科主题学习正在重塑教与学的关系，推动教育从知识本位走向素养本位。
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