introduction

It emphasizes that education should cultivate students' ability to solve practical problems, and points out that single subject education is no longer suitable for social needs. The New Curriculum Standards for Yijiao advocate interdisciplinary thematic learning and the integration of knowledge from multiple fields. However, current textbooks rarely involve interdisciplinary content in thematic design, resulting in insufficient integration of teaching resources and a lack of comprehensive and practical teaching methods for teachers, which limits students' ability to solve practical problems.

The connotation and characteristics of interdisciplinary thematic learning

This article elaborates on the application of interdisciplinary thematic learning in primary school English teaching, emphasizing its importance for the comprehensive development of students' core competencies and the improvement of their ability to solve real problems. Interdisciplinary English theme learning integrates different subject contents, methods, and ways of thinking to promote students' formation of systematic cognition and mastery of problem-solving methods in language learning and practical activities. This learning method has the characteristics of literacy orientation, resource integration, situational authenticity, problem driven, student-centered, collaborative exploration, transfer innovation, and result visualization.

Establishment of Interdisciplinary Learning Theme for Primary School English

When establishing the theme of interdisciplinary learning in primary school English, teachers need to pay attention to the relationship between the theme, learning content, and learners. Firstly, based on the curriculum standards, integrate knowledge from multiple fields and develop students' core competencies through task driven and problem-solving approaches. Secondly, based on the textbook content, identify the intersections between English and other subjects, and determine the specific learning content. In addition, understanding students' needs, selecting content closely related to life, and collecting topics of interest to students through questionnaire surveys, interviews, or discussions. Teachers should design practical activities, such as making weather wheels, making rain in bags, designing "green school" plans, etc., to promote students' internalization and application of knowledge, while cultivating scientific exploration spirit and practical ability.

The Implementation Path of Interdisciplinary Theme Learning in Primary School English

This article elaborates on the implementation path of interdisciplinary theme learning in primary school English, taking Unit 5 "Reach for the stars" in the second semester of sixth grade as an example. Firstly, teachers set driving questions around the unit theme, such as "What do you want to know about space?", to stimulate students' interest. Next, the teacher creates real-life scenarios, such as Space Camp, and designs real-life tasks for students to use English and other subject knowledge to solve problems. In addition, teachers refine learning tasks and focus on problem-solving, such as guiding students to complete learning tasks through a problem chain composed of four sub problems. Finally, teachers should pay attention to diverse evaluations to enhance learning effectiveness, using various evaluation methods such as self-evaluation, peer evaluation, teacher evaluation, and parent evaluation to focus on students' knowledge mastery, problem-solving ability, participation, collaboration, and communication skills. Through these implementation paths, students can deeply experience the fun and usefulness of the knowledge they have learned in practice, and enhance their ability to do things in English.

Summary and Reflection

Teachers should adopt a holistic approach to education, break down disciplinary boundaries, promote interdisciplinary connections, provide students with opportunities for creative problem-solving, and stimulate their curiosity and exploratory spirit. The article is based on the primary school textbook "English" (new standard) and proposes an implementation path for interdisciplinary thematic learning, with unit themes as the core, textbook discourse as the basis, problem driven and multi-dimensional evaluation as the guidance, reflecting the concept of the new curriculum standard. In teaching practice, students observe and record space knowledge with a scientific attitude, use record sheets and hand folded books to organize what they have learned, mobilize learning and life experiences, solve real problems, demonstrate the advantages of interdisciplinary learning, and promote the comprehensive development of core competencies.