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一、英语跨学科主题学习的价值The Value of English Interdisciplinary Theme-Based Learning

English interdisciplinary theme-based learning has been emphasized for the first time in the "Compulsory Education English Curriculum Standards (2022 Edition)". It is believed that by cultivating students' problem-solving abilities, it can provide support for the implementation of students' core literacy. In theory, this new learning approach can bridge the gap between students' linguistic and cognitive abilities. However, in practice, English interdisciplinary theme-based learning inevitably encounters the problem of students' English proficiency being much lower than their cognitive level. This disparity highlights the challenge of students being unable to express their thoughts accurately in English, thus affecting the nurturing function of English interdisciplinary theme-based learning.

The value of English interdisciplinary theme-based learning lies in two aspects. Firstly, it cultivates students' problem-solving abilities. Through interdisciplinary exploration and collaborative learning, students are encouraged to analyze and solve problems from different perspectives, which enhances their critical thinking and creativity. By integrating English learning into various subjects, students can apply language skills to real-life situations, thus improving their ability to communicate and express themselves effectively. Secondly, English interdisciplinary theme-based learning provides a pathway for the implementation of students' core literacy. It allows students to connect knowledge from different disciplines, fostering their ability to make connections, think critically, and apply knowledge in practical contexts. This holistic approach to learning not only enriches students' understanding of the world but also equips them with the essential skills needed for the 21st century.

While the value of English interdisciplinary theme-based learning is evident, there are several challenges that need to be addressed. Firstly, the English proficiency of Chinese primary and secondary school students is often far lower than their cognitive level. This discrepancy hinders their ability to fully engage in interdisciplinary discussions and express their thoughts in English. Secondly, students often struggle to articulate their ideas accurately in English, resulting in a gap between what they think and what they can express. This linguistic barrier limits their participation and hampers the effectiveness of English interdisciplinary theme-based learning. Lastly, the nurturing function of English interdisciplinary theme-based learning is compromised when students are unable to effectively communicate their ideas and collaborate with peers.

To effectively implement English interdisciplinary theme-based learning, teachers should consider two approaches. Firstly, they should adjust the cognitive difficulty of the learning materials based on students' English proficiency. By providing appropriate scaffolding and breaking down complex concepts, teachers can help students comprehend and express their ideas in English more effectively. Additionally, teachers can provide support through various instructional strategies, such as visual aids, graphic organizers, and language support tools, to enhance students' English language skills required for interdisciplinary learning. By gradually building students' language proficiency and confidence, they can overcome the challenges and fully realize the value of English interdisciplinary theme-based learning.

In conclusion, English interdisciplinary theme-based learning holds significant value for students' development. It cultivates their problem-solving abilities and provides a pathway for the implementation of their core literacy. However, the challenges of students' low English proficiency and the gap between their thoughts and verbal expression need to be addressed. By considering 二、英语跨学科主题学习的困境

1. 中小学生英语水平远低于其认知水平

在我国中小学教育中，英语作为一门外语课程，学生的英语水平普遍较低。然而，在英语跨学科主题学习中，学生需要用英语进行问题的思考和解决，这就要求学生具备一定的英语能力。然而，现实情况是，学生的英语水平远低于他们的认知水平。这导致了学生在跨学科学习中难以准确表达自己的想法和观点，限制了他们在学科之间进行有效的交流和合作。

2. 学生“所说跟不上所想”

由于学生英语水平的限制，他们在进行英语跨学科主题学习时常常会出现“所说跟不上所想”的情况。学生可能有很多好的观点和想法，但由于语言表达能力的不足，他们无法将这些想法准确地用英语表达出来。这不仅影响了他们在学科学习中的表现，也影响了他们的自信心和积极性。

3. 影响英语跨学科主题学习育人功能的发挥

英语跨学科主题学习的一个重要目标是培养学生的问题解决能力和核心素养。然而，由于学生的英语水平限制，他们往往无法充分发挥自己的能力。他们可能无法准确地理解和解决问题，也无法与其他学科的知识进行有效的整合和应用。这就使得英语跨学科主题学习无法充分发挥其育人功能，无法帮助学生全面发展。

针对以上困境，可以采取以下方法来突破困境，有效开展英语跨学科主题学习：

1. 以学生的英语水平为基础适当降低认知难度

在进行英语跨学科主题学习时，教师可以根据学生的英语水平适当降低认知难度。可以通过选择适合学生水平的文本和任务，提供更多的语言支持和指导。同时，教师也可以引导学生运用已有的英语知识和技能，鼓励他们尝试用简单的语言表达复杂的观点和思想，并逐步提高语言的准确性和表达的丰富性。

2. 提供合适的支架来提高学生跨学科学习所需的英语水平

为了提高学生跨学科学习所需的英语水平，教师可以提供合适的支架。可以通过词汇和语法的教学来扩大学生的词汇量和语言结构的运用能力。同时，教师也可以引导学生阅读英语相关的文献和资料，提高他们对学科知识的理解和运用能力。此外，教师还可以组织学生进行小组讨论和合作学习，通过与他人的交流和合作来提高学生的口语表达能力和跨学科学习的能力。

综上所述，英语跨学科主题学习面临着学生英语水平远低于其认知水平的困境。为了有效开展英语跨学科主题学习，教师应以学生的英语水平为基础适当降低认知难度，并提供合适的支架来提高学生跨学科学习所需的英语水平。这样可以帮助学生克服困境，实现英语跨学科主题学习的价值。三、突破英语跨学科主题学习的困境的方法为了突破英语跨学科主题学习的困境，教师可以采取以下方法：

一、以学生的英语水平为基础适当降低认知难度

针对学生英语水平较低的问题，教师可以根据学生的实际情况，适当降低英语跨学科主题学习的认知难度。可以通过以下方式进行：

1. 简化语言表达：教师可以使用简单明了的语言，避免使用复杂的句子结构和高级词汇。同时，可以提供一些常用的表达方式和句型模板，帮助学生更好地表达自己的思想。

2. 提供词汇支持：对于学生来说，词汇是进行语言表达的基础。教师可以提前给学生提供相关词汇的学习材料，并进行词汇训练，帮助学生掌握相关的词汇量，从而提高他们的语言表达能力。

3. 引导学生积极参与：为了激发学生的学习兴趣和参与度，教师可以合理安排课堂活动，如小组讨论、角色扮演等，使学生能够积极参与到英语跨学科主题学习中，提高他们的语言运用能力。

二、提供合适的支架来提高学生跨学科学习所需的英语水平

为了帮助学生提高英语水平，教师可以提供适当的支架，使他们能够更好地进行跨学科学习。可以采取以下方法：

1. 提供相关学习资源：教师可以为学生提供一些与主题相关的学习资源，如英语课外阅读材料、学术论文、英语电影等。这些资源可以帮助学生扩大词汇量，提高听说读写能力。

2. 设计英语学习任务：教师可以根据学生的学习目标和实际情况，设计一些与主题相关的英语学习任务。例如，要求学生阅读相关英语材料并做简单的写作练习，或者组织学生进行小组讨论并展示自己的观点等。通过这些任务，学生可以在实践中提高英语水平。

3. 提供实时反馈和指导：教师在学生进行英语跨学科主题学习的过程中，可以提供实时的反馈和指导。通过对学生的语言表达进行纠正和指导，帮助他们发现和改正错误，提高他们的英语表达能力。

通过以上方法，教师可以有效地突破英语跨学科主题学习的困境，帮助学生提高英语水平，实现跨学科学习的价值。同时，教师还应积极引导学生培养自主学习的能力，提高他们的学习动机和学习策略，从而更好地适应英语跨学科主题学习的要求。

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