《義務教育課程方案（2022年版）》提出設立“跨學科主題”學習活動，要求各個學科開展不低于10%課時的跨學科學習，強化學科間的相互關聯，增強課程的綜合性和實踐性。那么，什么是英語教學中的跨學科學習，英語學科如何開展跨學科主題學習呢？
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.
讓學生知道他們的學習并不是孤立的、單一的，這對學生和老師來說都非常有益。那么為什么不在課堂上嘗試融合學習呢？本期文章內容將重點介紹一些簡單有效的跨學科教學策略，幫助和指導將其他科目的元素引入你的英語課程。
(資料圖片僅供參考)
一
See the big picture/從整體出發
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?
從整體出發研究課程并確定融合教學可能性，找出可以展開融合學習的知識點？比如，地理課程中，關于海岸侵蝕的單元內容可能與英文課本中描述性寫作的單元內容非常吻合。如果音樂課上正在講授節和學習同“節奏”相關知識的單元，那不是開始談論 iambs的最佳時機嗎？ （Iamb/抑揚格：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/抓住關鍵日期
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個學科中得到共同關注。這里，我們傾向于使用紀念日。然后，可以帶領學生們閱讀“Dulce et Decorum Est”，緊接著，帶著歷史的思考，研究哪些現實生活中的事件影響了Wilfred Owen（威爾弗雷德·歐文）。最后，引導學生通過科學的視角，研究毒氣襲擊的影響，并以受害者的身份寫下自己感同身受的感想。
三
Get arty/尋找藝術感
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.
對于創意英語課，在閱讀一首詩后，讓學生畫出他們的解釋。這對于母語非英語的學生來說可能是一個特別有用的學習策略，因為他們可能會根據自己的母語和文化背景建立一個完全有效但不同的含義。
四
Be creative/創造性
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.
教學中的內容融合將我們限制在了校園內。不妨拜訪一下你所在的社區，以使用一系列跨學科的技能。去當地市場常會收獲很多運用多重學科知識的選擇：用數學計算出一打蘋果和 10 個雞蛋的價格。然后，使用至少四種感官來描述你所經歷的場景，在這里，你還可以輕松地將商業學習納入到課堂學習中來。
五
Multimedia/多媒體
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.
在一個講訴媒體相關知識的單元中，通過引導學生們思考—為什么在報紙/網站中使用某些特定的字體和布局來介紹版面設計元素和相關技術。這些設計和元素會影響讀者的理解嗎？通過添加一些與IT相關的內容將跨學科融合學習納入課程計劃，并向班級學生展示如何使用工具設計報紙或網頁頁面。
六
Take English on tour/帶著英語去學習
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.
在世界詩歌日，參觀其他課程并背誦有關科學的詩歌、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/團隊教學
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.
與其他學科教師合作是在教育中實現內容融合最有價值的方式之一。這種方法還提醒學生，他們的學習不是孤立進行的。但是，讓每個人都參與進來可能具有挑戰性，因此請仔細計劃并制定明確的目標。
八
Embrace other languages/擁抱不同的語言
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，教學應鼓勵母語為非英語的學生群體在計劃、討論自己的想法時使用自己的母語，這就是融合學習發揮作用的地方。在有關個人、社會、健康、經濟課程上，我們可以先要求學生用母語解釋習俗、節日或信仰，然后再學生用英語來重復。
九
Collaborate and listen/合作&傾聽
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.
以上大部分活動都需要橫向規劃以及合作的意愿。這些都不應該影響或推動整體課程和學習成果。你只是把學生在別處學到的東西拿過來，看它是否適合你自己的課程。
十
Don’t force it/不強迫
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.
在計劃英語教學中的跨課程銜接時，有些想法是顯而易見的和直截了當的，但在其他人可能看起來像是將圓釘強行插入頑固的方孔中。引入跨課程教學策略應該是一個相對自然、合乎邏輯且最終有益的過程。
文章來源：劍橋大學出版社官方網頁
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