目录
1 前言
1.1 研究背景
1.2 问题提出
1.3 研究目的与意义
1.3.1 研究目的
1.3.2 研究意义
1.4 研究内容和框架
1.4.1 研究内容
1.4.2 研究框架
1.4.3 研究技术线路图
2 文献综述
2.1 概念界定
2.1.1 体育与健康新课标
2.1.2 跨学科
2.1.3 跨学科主题学习
2.1.4 体育与健康跨学科主题学习
2.1.5 体育与健康跨学科主题学习教学设计
2.2 国内外研究现状
2.2.1 跨学科主题学习发展历程
2.2.2 跨学科主题学习意义
2.2.3 跨学科主题学习课程和教材
2.2.4 跨学科主题学习存在问题与建议
2.2.5 研究述评
2.3 理论基础
2.3.1 STEAM 教育理念
2.3.2 CASES-T 模型
3 研究对象与方法
3.1 研究对象
3.2 研究方法
3.2.1 文献资料法
3.2.2 问卷调查法
3.2.3 数理统计法
3.2.4 访谈法
3.2.5 内容分析法
4 结果与分析
4.1 初中体育与健康跨学科主题学习现状调查分析
4.1.1 学生调查问卷分析
4.1.2 体育教师调查问卷分析
4.1.3 学生、体育教师调查结论
4.2 初中体育与健康跨学科主题学习实施困境与纾解路径
4.2.1 初中体育与健康跨学科主题学习实施困境
4.2.2 初中体育与健康跨学科主题学习实施路径
4.3 初中体育与健康跨学科主题学习设计
4.3.1 设计理念
4.3.2 设计原则
4.3.3 设计思路
4.4 跨学科主题学习案例设计
4.4.1 跨学科主题学习案例设计理念
4.4.2 跨学科主题学习案例设计思路
4.4.3 跨学科教案设计
4.5 基于行动研究的跨学科主题学习案例实践与效果分析
4.5.1基于行动研究的跨学科主题学习案例实践
4.5.2 跨学科主题学习效果与分析
4.6 研究结果分析与讨论
4.6.1 跨学科主题学习的基本情况
4.6.2 跨学科主题学习的设计理念、原则与思路
4.6.3 跨学科主题学习案例的教学效果
5 结论与建议
5.1 结论
5.2 建议
6 不足与展望
7 致谢
8 参考文献
9 附录
附录A 初中体育与健康跨学科主题学习现状的调查问卷（学生）
附录 B 初中体育与健康跨学科主题学习现状访谈提纲（教师）
附录 C 初中体育与健康跨学科主题学习现状的调查问卷（教师）

随着《义务教育体育与健康课程标准（2022年版）》的正式发布，提出了跨学科主题学习，期望通过多学科的交叉融合，强化各学科之间的联系，推动课程综合化的发展，以此提升学生的体育核心素养。为了进一步实施《义务教育课程方案和课程标准（2022年版）》以及《基础教育课程教学改革深化行动方案》，推动初中体育教师开拓教学手段的多样性，调整跨学科主题学习中存在的不合理现象，以满足初中体育与健康跨学科主题学习的具体需求。
本研究基于前者的研究，运用文献资料法、问卷调查法和访谈法等研究方法，选取广东省内15位体育教师以及250位学生作为研究对象，借助SPSS软件进行数据分析和讨论。分析水平四阶段各学科内容并总结相关的跨学科融合点，设计出相应的教学案例，通过教学实践来验证其效果，为初中体育与健康的跨学科主题学习教学设计提供补充和参考。
主要研究结论如下：
（1）54.9%学生认为开展体育与健康跨学科主题学习具有必要性，开展基础良好。但现实状况存在受应试教育观念、教师跨学科知识储备、教学实践缺乏和案例较少等多因素影响。
（2）跨学科主题学习设计理念坚持“健康第一”与教学方式改革、课程内容整体设计与落实学、练、赛一体化、关注学生个体差异与重视综合性学习评价。设计原则包括学科整合的系统性、学生中心的个性化、实践导向的应用性。设计思路为确立主题、创设情境、设置目标、构建内容、制定活动、设计评价。
（3）跨学科主题学习主题具有多样化、细分化、情境化。主题的选择策略包括：熟读及理解内容，参照新课标主题；聚焦社会热点事件，找寻学科联系知识；确立融合学科，主题活动确认。
（4）水平四阶段体育与健康学科与物理、生物、道德与法治学科通过跨学科的方式进行知识融合，构思出跨学科主题学习案例《我是中国新生代》，在八年级体育课堂实施，通过教学后可得，体育与健康跨学科主题学习具备灵活性，能促进学生体育核心素养和身心共成长，培养全面发展的人。
针对研究结论并结合现实情况，提出建议：（1）提升意识，督促开展；（2）价值提升，学无止境；（3）以常规教学为主，以跨学科主题学习为辅；（4）突破前者，向上开阔。

With the official release of the Curriculum Standards for Physical Education and Health in Compulsory Education (2022 edition), interdisciplinary theme learning is proposed, and it is expected that through the cross-integration of multiple disciplines, the connection between various disciplines will be strengthened, and the development of integrated curriculum will be promoted, so as to improve students' core physical literacy. In order to further implement the Compulsory Education Curriculum Plan and Curriculum Standards (2022 edition) and the Action Plan for Deepening the Teaching Reform of Basic Education Curriculum, junior high school physical education teachers are encouraged to explore the diversity of teaching methods and adjust the unreasonable phenomenon in interdisciplinary subject learning, so as to meet the specific needs of junior high school physical education and health interdisciplinary subject learning.
Based on the study of the former, this study selected 15 physical education teachers and 250 students in Guangdong Province as research objects by using literature, questionnaire and interview methods, and conducted data analysis and discussion with the help of SPSS software. The content of each subject in Level 4 is analyzed, the relevant interdisciplinary integration points are summarized, the corresponding teaching cases are designed, and the effect is verified through teaching practice, which provides supplementary and reference for the teaching design of interdisciplinary subject learning of physical education and health in junior middle school.
The main conclusions of the study are as follows:
(1) 54.9% of students believe that it is necessary to carry out interdisciplinary sports and health subject learning, and the foundation is good. However, the actual situation is influenced by many factors, such as the concept of exam-oriented education, teachers' interdisciplinary knowledge reserve, lack of teaching practice and few cases.
(2) The interdisciplinary theme learning design concept adheres to the "health first" and the reform of teaching methods, the integration of learning, training and competition in the overall design and implementation of the course content, pays attention to the individual differences of students and attaches importance to comprehensive learning evaluation. The principles of design include systematic integration of disciplines, individualization of student center and practice-oriented application. The design idea is to establish the theme, create the situation, set the goal, construct the content, formulate the activity, design the evaluation.
(3) Interdisciplinary topics Learning topics are diversified, differentiated and contextualized. The theme selection strategy includes: read and understand the content, refer to the new curriculum standard theme; Focus on the hot social events, to find the discipline related knowledge; Establish integrated disciplines and confirm theme activities.
(4) Physical education and health discipline and physics, biology, ethics and rule of law discipline are integrated in an interdisciplinary way, and the interdisciplinary theme learning case "I am a New Generation of China" is conceived, which will be implemented in the eighth grade physical education class and obtained after teaching. The interdisciplinary theme learning of physical education and health is flexible. It can promote the core quality of students' sports and physical and mental growth, and cultivate all-round development of people.
Based on the research conclusions and the actual situation，some suggestions are put forward: (1) enhance awareness and supervise development; (2) Value enhancement，endless learning; (3) Conventional teaching，supplemented by interdisciplinary theme learning; (4) Break through the former and open up.