近年来，人们越来越认识到跨学科教学的重要意义。我国新课改力图打破“学科中心”、“分科主义”这种两种极端思想的约束，实现各学科之间的渗透和整合。数学跨学科教学是以数学为主的跨学科教学活动，对学生学习数学和应用数学具有特殊意义。

但是，数学跨学科教学活动的理论部分还没有完整的系统框架，在各学校的开展状况不尽人意。基于数学跨学科教学理论和实践的需求，本研究尝试分析数学跨学科课程的关键因素，构建数学跨学科教学的课程结构框架，并通过教学实施对框架进行检验和改进，总结数学跨学科教学的教学策略，从而丰富数学跨学科教学理论，推动数学跨学科教学实践的实施。

本研究依托于人民教育出版社出版的《音乐中的数学》这本教材，主要从“数学+音乐”的角度开展对数学跨学科教学的研究。通过文献综述，本研究总结提炼出数学跨学科课程的五个关键因素：“核心素养”、“问题”、“学科联系”、“学生体验”和“数学本质”，再结合五个关键因素对课程的影响以及其在框架中的位置，参考其他研究者的教学框架，构建了适用于“数学+音乐”的数学跨学科的课程结构框架。为检验和改进课程框架，研究者选择通过行动研究的方法进行教学实践。以《音乐中的数学》一书中的《音乐的结构与黄金分割》这一课时为例，在中学进行了两轮教学实践。

两轮行动研究后，研究者结合数学跨学科的关键因素及课程结构框架，得到以下数学跨学科教学策略：（一）探索数学与其他学科的知识交融点，突出数学本质；（二）选取典例分析，增强学生的体验感；（三）构建问题系统，推动教学进程；（四）拓展学科联系，培养学生创新思维。

最后，在中学数学教学中开展数学跨学科教学一项可行的并且值得进一步探索的研究，本研究所构建的适合“数学+艺术类学科”的数学跨学科课程结构框架丰富了数学跨学科教学理论，为一线教学开展数学跨学科教学提供参考。

In recent years, more and more people have realized the importance of interdisciplinary teaching. The new curriculum reform tries to break the restriction of the two extreme thoughts of "subject-centered" and "subject-branch doctrine" in the educational system, and realize the penetration and integration of various subjects. Mathematics interdisciplinary teaching is an interdisciplinary teaching activity facing mathematics, which has special significance for students to learn mathematics and applied mathematics.

However, there is no complete system framework for the theoretical part of mathematics interdisciplinary teaching activities, which is not satisfactory in various schools. Based on the needs of mathematics interdisciplinary teaching theory and practice, this study attempts to analyze the key factors of mathematics interdisciplinary curriculum, construct the curriculum structure framework of mathematics interdisciplinary teaching, and verify and improve the framework through teaching implementation, and summarize the teaching strategies of mathematics interdisciplinary teaching, so as to enrich the mathematics interdisciplinary teaching theory and promote the implementation of mathematics interdisciplinary teaching practice.

Based on the textbook Mathematics in Music published by the People's Education Association, this study mainly carries out research on interdisciplinary teaching of mathematics from the perspective of "mathematics + music". Through literature review, this study summarizes and extracts five key factors of interdisciplinary mathematics curriculum: "Core literacy", "problem", "discipline connection", "student experience" and "nature of mathematics", combined with the five key factors' influence on the curriculum and their positions in the framework, referring to the teaching framework of other researchers, this paper constructs a mathematical interdisciplinary curriculum structure framework suitable for "mathematics + music". In order to test and improve the curriculum framework, researchers choose the method of action research for teaching practice. Taking "The Structure of Music and the Golden Section" in the book "Mathematics in Music" as an example, two rounds of teaching practice were carried out in middle school.

After two rounds of action research, researchers combined the key factors and curriculum structure framework of mathematics interdisciplinary teaching, and obtained the following mathematics interdisciplinary teaching strategies: (1) Explore the knowledge integration point of mathematics and other disciplines, highlighting the essence of mathematics; (2) Select examples to analyze, guide students to imitate, and enhance students' sense of experience; (3) Construct the question system to promote the teaching process step by step; (4) Expand discipline connection, conduct multi-directional correlation, and cultivate students' innovative thinking.

Finally, it is feasible to carry out interdisciplinary teaching of mathematics in middle school mathematics teaching and worthy of further exploration. The interdisciplinary curriculum structure framework of mathematics which is suitable for "mathematics + art subject" constructed by this research enriches the interdisciplinary teaching theory of mathematics and provides reference for the development of interdisciplinary teaching of mathematics in front-line teaching.