摘要隨著新課程標(biāo)準(zhǔn)改革的實(shí)施，跨學(xué)科融合教學(xué)作為一種新的教學(xué)模式被應(yīng)用于教學(xué)當(dāng)中。小學(xué)語文是基礎(chǔ)教育的關(guān)鍵學(xué)科之一，它不僅承載著語言文字的學(xué)習(xí)任務(wù)，還肩負(fù)著培養(yǎng)學(xué)生思維能力、文化素養(yǎng)和情感態(tài)度的重要使命。本論文結(jié)合文獻(xiàn)分析、案例研究和課堂觀察，對具體的跨學(xué)科融合教學(xué)案例進(jìn)行分析。通過分析發(fā)現(xiàn)跨學(xué)科融合教學(xué)可以有效打破學(xué)科界限，促進(jìn)學(xué)生綜合素養(yǎng)的提升，但是在實(shí)際教學(xué)中依然存在學(xué)生參與不足、學(xué)科融合深度有限等問題。本論文根據(jù)所發(fā)現(xiàn)的問題，提出了構(gòu)建主題式跨學(xué)科單元、加強(qiáng)教師培訓(xùn)、完善評價(jià)體系等教學(xué)策略。希望本論文的研究能為一線的教師提供一些新的觀察角度和思考路徑，同時(shí)豐富和發(fā)展跨學(xué)科融合教學(xué)的理論體系。關(guān)鍵詞：新課改；小學(xué)語文；跨學(xué)科融合教學(xué)；案例研究Withtheimplementationofthenewcurriculumstandardreform,interdisciplinaryintegratedteaching,asanewteachingmodel,hasbrokentheteachingboundariesoftraditionaldisciplinesandisconducivetopromotingthedevelopmentofstudents'comprehensivequalities.PrimaryschoolChineseisoneofthekeysubjectsinbasiceducation.Itnotonlyundertakesthetaskoflearninglanguageandcharacters,butalsoshoulderstheimportantmissionofcultivatingstudents'thinkingability,culturalliteracyandemotionalattitude.Thisthesisanalyzesspecificinterdisciplinaryintegratedteachingcasesbycombiningliteratureanalysis,casestudiesandclassroomobservations.Throughanalysis,itisfoundthatinterdisciplinaryintegratedteachingcaneffectivelybreaktheboundariesofdisciplinesandpromotetheimprovementofstudents'comprehensivequalities.However,inactualteaching,therearestillproblemssuchasinsufficientstudentparticipationandlimiteddepthofdisciplinaryintegration.Basedonthediscoveredproblems,thispaperproposesteachingstrategiessuchasconstructingthematicinterdisciplinaryunits,strengtheningteachertraining,andimprovingtheevaluationsystem.Itishopedthattheresearchofthisthesiscanprovidesomenewobservationperspectivesandthinkingpathsforfront-lineteachers,andatthesametimeenrichanddevelopthetheoreticalsystemofinterdisciplinaryintegratedteaching.Keywords：NewCurriculumReform;PrimarySchoolChinese;InterdisciplinaryIntegratedTeaching;CaseStudy附錄1觀察維度觀察指標(biāo)等級評分（1-5分）學(xué)生參與度行為表現(xiàn)發(fā)言頻次、小組討論參與度認(rèn)知投入對跨學(xué)科任務(wù)提問回答質(zhì)量情感態(tài)度對學(xué)習(xí)內(nèi)容的興趣表現(xiàn)教師教學(xué)行為教學(xué)設(shè)計(jì)學(xué)科融合的合理性資源整合是否有