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。

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）

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。

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。