Research on practical path and educational value of interdisciplinary project-based teaching in junior high English: A case study of telling disaster safety stories through English dramas on the topic of When the Earth Shook
初中英语跨学科项目式教学实践路径与育人价值探究——以“When the Earth Shook—用英语戏剧讲好自然灾害安全故事”为例

摘要

《义务教育英语课程标准（2022年版）》强调核心素养培育、倡导跨学科主题学习，传统初中英语教学存在“教学脱离现实语境、知识零碎和目标表层化”等问题，而跨学科项目式学习以“语境化学习、系统化学习和深层化育人”为特点，成为培养学生综合语言运用能力、思维品质和育人价值的重要路径。本文以人教版八年级下册Unit 5 Nature’s Temper为依托，聚焦“用英语戏剧讲好自然灾害安全故事”这一核心驱动问题，构建“英语+地理+安全教育+道德与法治”的跨学科项目式教学案例，系统阐述了跨学科项目式教学案例的设计理念、实施过程与反思优化，探索语言学习与素养培育深度融合的实践模式。教学实践表明，学生通过真实语境的演练，熟练掌握了过去进行时的句型和使用语境，提升了英语语言运用能力和跨学科知识整合能力，增强了灾害避险意识和生命至上的价值观念。本文从项目规划、实施策略、评价体系、反思改进等维度展开论述，以期为初中英语跨学科教学提供可操作的实践参考。

Abstract

The Compulsory Education English Curriculum Standards (2022 Edition) highlights the cultivation of core competencies and advocates interdisciplinary thematic learning. Conventional junior high English teaching is plagued by problems including disconnection from real-life contexts, fragmented knowledge and superficial teaching objectives. By contrast, interdisciplinary project-based learning features contextualized learning, systematic learning and in-depth education, serving as a vital approach to fostering students’ comprehensive language proficiency, thinking quality and realizing educational values. Based on Unit 5 Nature’s Temper from the PEP edition of Junior High English Textbook (Grade 8, Volume 2), this paper centers on the core driving question “Telling disaster safety stories through English dramas”, and constructs an interdisciplinary project-based teaching case integrating English, Geography, Safety Education and Morality and the Rule of Law. It systematically elaborates the design philosophy, implementation process, reflection and optimization of the interdisciplinary teaching case, and explores a practical model that deeply integrates language acquisition with competency cultivation. Teaching practice proves that through practice in authentic contexts, students master sentence patterns and applicable scenarios of the past continuous tense proficiently, improve their capabilities of English application and interdisciplinary knowledge integration, and strengthen their awareness of disaster risk avoidance as well as the life-first value concept. This paper discusses the dimensions of project planning, implementation strategies, evaluation system and reflective improvement, aiming to provide operable practical references for interdisciplinary English teaching in junior high schools.