"我们常常忘记这是一场灾难":跨课程教师合作开发一个关于泰坦尼克号灾难的课程单元
Wonyong Park1, Neta Shaby1, Rachele Newman1
1Southampton Education School, University of Southampton, Southampton, UK.
Science & education
|June 20, 2025
概括
通过教师专业发展 (CPD) 整合科学和历史可以增强灾害教育. 尽管面临挑战,但这种方法促进了跨课程的联系和对泰坦尼克号灾难等历史事件的敏感教学.
科学领域:
- 教育科学教育科学教育科学
- 课程开发 课程开发
- 跨学科研究 跨学科研究
背景情况:
- 越来越重视整合学校课程来解决复杂的问题.
- 在灾害教育中需要有效的教学方法.
- 跨课程的方法可以解决当地和全球的挑战.
研究的目的:
- 探索科学和历史在灾难教育中的整合.
- 调查跨课程教师专业发展项目的影响.
- 了解跨学科课程开发的挑战和好处.
主要方法:
- 对教师反,研讨会录音和采访的定性分析.
- 这是一个为期八个月的合作项目,涉及中学教师和博物馆教育工作者.
- 开发一个关于泰坦尼克号灾难的课程单元,用于关键阶段3的学生.
主要成果:
- 教师对跨课程融合的初始热情被实际挑战所缓和.
- 教师认识到并利用了课程中的连接.
- 该项目强调了教学敏感的历史事件的重要性.
结论:
- 跨课程融合和教师协作显示了整体灾害教育的潜力.
- 泰坦尼克号灾难是跨学科学习的一个有价值的案例研究.
- 专业发展可以帮助教育工作者弥合学科差距,以获得更丰富的学习经验.
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