The Current Situation, Problems and Countermeasures of Interdisciplinary Teaching in Urban Primary Education in China --Take Ningbo X Primary School as an Example

Research Article
Open access

The Current Situation, Problems and Countermeasures of Interdisciplinary Teaching in Urban Primary Education in China --Take Ningbo X Primary School as an Example

Yuyi Hu 1*
  • 1 Department of Education, Zhejiang International Studies University, Hangzhou, China, 310023    
  • *corresponding author Raintaverns@163.com
LNEP Vol.7
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-39-3
ISBN (Online): 978-1-915371-40-9

Abstract

Interdisciplinary teaching is an integrated approach to teaching and learning to identify and solve practical problems. In recent years, as international competition intensifies and global crises lurk, interdisciplinary education has gained the attention of most countries. In addition, the introduction of the double reduction policy has increased the country's demand for well-rounded talents. As a result, primary and secondary schools in China are gradually focusing on interdisciplinary teaching. However, multidisciplinary teaching is difficult to implement, faces diverse challenges, and encounters many obstacles in its development. This paper takes X Primary School in Beilun District, Ningbo, as an example. It conducts a thorough investigation and study of the school to analyze the current situation and dilemmas of its interdisciplinary teaching and to explore corresponding solutions for the future development of interdisciplinary teaching.

Keywords:

interdisciplinary teaching, primary education, dilemmas, responses

Hu,Y. (2023). The Current Situation, Problems and Countermeasures of Interdisciplinary Teaching in Urban Primary Education in China --Take Ningbo X Primary School as an Example. Lecture Notes in Education Psychology and Public Media,7,559-569.
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References

[1]. Gao Xiaoyi,Sun Huifang. Interdisciplinary conceptual understanding of primary school science teachers: levels, characteristics, and suggestions[J]. Teacher Education Research.

[2]. Dong Yan,Sun Wei. Research on interdisciplinary learning under the integration of information technology[J]. Electrochemical Education Research,2019,40(11).

[3]. Sun Xihan.STEM education, do you really understand it[J]. Educator.2017,(37).

[4]. Chen Qirong, Yin Nangen. Cross-disciplinary research and education: an inevitable choice for top universities in the 21st century. [J]. Research and Development Management. 2001,(03).

[5]. Yu GW, Cao YM. Research on interdisciplinary teaching. The example of teaching the Finnish phenomenon[J]. Foreign primary and secondary education,2017,(07).

[6]. Li Zheli. A study on the interdisciplinary teaching attitudes of pre-service teachers of secondary school mathematics [D]. Hunan Normal University.

[7]. Zhao Dongchen,Ma Yunpeng,Xie Shu. Analysis of the training program for undergraduate primary education majors[J]. Contemporary Teacher Education. 2010,3(02).

[8]. Chen Xiaomin. An investigation study on the interdisciplinary competence of STEM teachers in primary schools in Shanghai[D]. Social Sciences II Series.2019,(07).

[9]. Ministry of Education of the People's Republic of China. Ministry of Education on the implementation of the excellent teacher training program [EB/OL].2014,8,28.

[10]. Wang Aiju,Xu Wenbin. How to train primary school generalist teachers--Analysis and reflection on the training model of primary school generalist teachers in China[J] Journal of Beijing Institute of Education.2022,36(04),29-35.

Cite this article

Hu,Y. (2023). The Current Situation, Problems and Countermeasures of Interdisciplinary Teaching in Urban Primary Education in China --Take Ningbo X Primary School as an Example. Lecture Notes in Education Psychology and Public Media,7,559-569.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 6

ISBN：978-1-915371-39-3(Print) / 978-1-915371-40-9(Online)
Editor：Muhammad Idrees, Matilde Lafuente-Lechuga
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.7
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Gao Xiaoyi,Sun Huifang. Interdisciplinary conceptual understanding of primary school science teachers: levels, characteristics, and suggestions[J]. Teacher Education Research.

[2]. Dong Yan,Sun Wei. Research on interdisciplinary learning under the integration of information technology[J]. Electrochemical Education Research,2019,40(11).

[3]. Sun Xihan.STEM education, do you really understand it[J]. Educator.2017,(37).

[4]. Chen Qirong, Yin Nangen. Cross-disciplinary research and education: an inevitable choice for top universities in the 21st century. [J]. Research and Development Management. 2001,(03).

[5]. Yu GW, Cao YM. Research on interdisciplinary teaching. The example of teaching the Finnish phenomenon[J]. Foreign primary and secondary education,2017,(07).

[6]. Li Zheli. A study on the interdisciplinary teaching attitudes of pre-service teachers of secondary school mathematics [D]. Hunan Normal University.

[7]. Zhao Dongchen,Ma Yunpeng,Xie Shu. Analysis of the training program for undergraduate primary education majors[J]. Contemporary Teacher Education. 2010,3(02).

[8]. Chen Xiaomin. An investigation study on the interdisciplinary competence of STEM teachers in primary schools in Shanghai[D]. Social Sciences II Series.2019,(07).

[9]. Ministry of Education of the People's Republic of China. Ministry of Education on the implementation of the excellent teacher training program [EB/OL].2014,8,28.

[10]. Wang Aiju,Xu Wenbin. How to train primary school generalist teachers--Analysis and reflection on the training model of primary school generalist teachers in China[J] Journal of Beijing Institute of Education.2022,36(04),29-35.

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