推行跨学科课程是改变应试教育“重学科知识轻跨学科素养”的关键举措,但跨学科课程设计要求高、难 度大,现实中教师对跨学科教学的推进有心无力。尤其是在跨学科课程知识组织上,目前尚未出现指导教师如何进行跨学科课程知识组织实践的相关理论。鉴于此,本文拟通过对知识组织及在教育领域的应用、基于本体的跨学科知识组织两方面进行阐述,从原型中获得启发,以本体为跨学科课程知识组织操作的哲学基础,跨学科课程知识组织相较于学科课程知识组织、其他领域知识组织存在的特殊性为其操作原则,再构建操作模式,构思呈现出一个完整的操作思路。操作思路为理论落地奠基,为实践推进铺路,搭建了跨学科学习基本理论和跨学科课程与教学实践之间互通的桥梁。The implementation of interdisciplinary curriculum is a key initiative to change the “emphasis on subject knowledge rather than interdisciplinary literacy” in examination-based education, but the interdisciplinary curriculum design is demanding and difficult, and in reality, teachers have no intention to promote interdisciplinary teaching. Especially in the interdisciplinary curriculum knowledge organization, and there is no relevant theory to guide teachers on how to carry out the practice of interdisciplinary curriculum knowledge organization. In view of this, this paper intends to elaborate on knowledge organization and its application in the field of education, interdisciplinary knowledge organization based on ontology, to gain inspiration from the prototype, to take the ontology as the philosophical basis for the operation of interdisciplinary curriculum knowledge organization, and the specificity of interdisciplinary curriculum knowledge organization compared with the knowledge organization of disciplinary curricula and the organization of knowledge in other domains as the principle of operation, and then to construct the mode of
