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Think-Pair-Share: Compare and contrast the similarities and differences between inter and trans disciplinaries. 两人一组思考、讨论并分享跨学科单元与借用的异同点。（可以用“相同但是不同”表格或者“维恩图解”来展示）

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Read the IB mission statement, find out the words, phrases or sentences that could be related to interdisciplinary. Post them here on the Padlet. 阅读国际文凭组织使命宣言，找出与跨学科教学相关的词、短语或句子，放入到Padlet对应的版块中。

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Read the four main elements of interdisciplinary learning and what interdisciplinary learning is to draw your understanding of interdisciplinary and post them on the Padlet. 阅读跨学科学习的四要素及什么是跨学科学习，画出您对跨学科学习的理解，并将其绘画放入Padlet对应的版块下面。 

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Read the four main elements of interdisciplinary learning and what interdisciplinary learning is to draw your understanding of interdisciplinary and post them on the Padlet. 阅读跨学科学习的四要素及什么是跨学科学习，画出您对跨学科学习的理解，并将其绘画放入Padlet对应的版块下面。 

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interdisciplinary unit planner 1 -English 跨学科教学单元主题计划1英文版

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interdisciplinary unit planner 1 -English 跨学科教学单元主题计划1英文版

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interdisciplinary unit planner 2 -English 跨学科教学单元主题计划2英文版

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interdisciplinary unit planner 2 -English 跨学科教学单元主题计划2英文版

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interdisciplinary unit planner 1 - Chinese 跨学科教学单元主题计划1中文版

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interdisciplinary unit planner 1 - Chinese 跨学科教学单元主题计划1中文版

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interdisciplinary unit planner 2 - Chinese 跨学科教学单元主题计划2中文版

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interdisciplinary unit planner 2 - Chinese 跨学科教学单元主题计划2中文版

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中学项目跨学科教学新教师指南

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中学项目跨学科教学新教师指南

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中学项目跨学科教学教师参考资料

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What is interdisciplinary teaching and learning 什么是跨学科教学?

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What is interdisciplinary teaching and learning 什么是跨学科教学?

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In the MYP 在中学项目中:

•Interdisciplinary teaching and learning is grounded in individual subject groups and disciplines but extends disciplinary understanding in ways that are integrative and purposeful. 跨学科教学和学习基于各个学科组和学科进行，但以整体化和目的明确的方式扩展学科理解。

•Interdisciplinary learning is oriented towards bringing together concepts, methods or models of communication from two or more established areas of expertise to develop new perspectives. 跨学科学习的教学方向是，将出自两个或多个已确立的专业领域的概念、方法或交流形式加以整合，从而发展出新的观点。

•Interdisciplinary learning connects disciplines to develop new understanding, create products or address real-world issues in ways that would have been unlikely through a single approach. 跨学科学习把各个学科结合起来，通过以单一学科的方法不大可能做到的方式，来发展新的理解、创造产品或解决现实世界汇总的问题。

•The MYP encourages teachers to plan collaboratively most of the unit key elements, except for the disciplinary knowledge and learning process. 中学项目鼓励教师们协作计划跨学科教学单元的大部分关键元素，但学科知识和学习过程则除外。

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Four main elements capture what interdisciplinary learning is 跨学科学习的四要素是：

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Four main elements capture what interdisciplinary learning is 跨学科学习的四要素是：

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1. The integration of subject-specific knowledge and synthesis of understanding. 对具体学科的知识进行整合并产生综合理解。

2. The idea that the subjects of this synthesis must be drawn from multiple, bounded, identifiably different areas of knowledge (usually labelled with the traditional term “disciplines” or “subjects”). 被整合的学科必须来源于有界限的、可识别的多个不同知识领域（通常用传统术语“学科”或“科目”来表示）

3. That the conceptual definition of interdisciplinarity almost always includes some notion of utility – a need to identify a reason for seeking such a synthesis. 跨学科的概念性定义几乎总是包括某种效用观念——即需要确定进行这种综合的理由。

4. Most importantly, from the student’s perspective, that interdisciplinary learning must have a clearly articulated purpose that structures the “learning space” of the students – in terms of the contribution of disciplinary knowledge, the synthesis achieved, and the interdisciplinary understanding developed. Students need to be aware of why they are doing an interdisciplinary unit and what they are expected to know, understand and do or create from the beginning of the unit. 最重要的是，从学生的观点来说，跨学科学习必须具有明确阐述的目的，该目的将构建学生的学习空间，说明学科知识的贡献、可获得的综合知识和可发展的跨学科理解。学生们开始学习跨学科单元之初，就需要明白他们学习跨学科教学单元的理由，以及要求他们了解，理解，做到或创作什么。

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Connected Curriculum across IB programmes 国际文凭项目中相互关联的课程

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Connected Curriculum across IB programmes 国际文凭项目中相互关联的课程

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Disciplinary  学科

Interdisciplinary 跨学科

Transdisciplinary 超学科

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Approaches to Connected Curriculum 相互关联的课程的教学方法

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Approaches to Connected Curriculum 相互关联的课程的教学方法

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Multidisciplinary 多学科

Interdisciplinary 跨学科

Transdisciplinary 超学科