进入21世纪，随着全球化、信息化社会的到来，知识更新速度加快、人工智能领域飞速发展，对人的培养有了更高的要求，世界上不同国家及地区组织在探讨面向未来的人需要具备的核心素养。而核心素养的培育，需要提供真实世界的问题，把探究的过程还给学生，让学生在自主探究中参与知识的建构，在跨学科背景下开展探究性学习。

跨学科探究性课程有经验主义课程、学科中心课程、实践课程的基因，该课程具有探究性、跨学科性，是一门综合实践活动课程。语言作为学习的工具和载体，在知识建构、思维发展等方面发挥着重要作用，是学生开展探究学习的有力工具。在跨学科探究性课程中，语言学科是基础学科，学生通过语言来学习。

笔者选取B市N校小学部的跨学科探究性课程二年级的两个探究单元为研究对象。在这两个探究单元中，语文是主体学科，同时涉及到地理、历史、科学、艺术等其它学科内容。探究单元通过一系列跨学科的探究性学习活动设计，促进了学生的学习投入。笔者通过访谈、实物收集的方式来获得研究资料，通过对研究资料的整理和分析，对跨学科探究性课程学习活动设计与学生学习投入之间的关系做了初步的探索。

研究发现，跨学科探究性课程的学习活动设计，主要有发现问题、探究问题、成果展示几个大的环节。在发现问题环节，通过单元导入、知识采集、探究地图，层层递进，挖掘聚焦探究问题。在探究问题环节，通过探究、记录、反思的循环来推动探究。在成果展示环节，通过与真实世界的问题相联系，为学生创设展示的平台，为学习庆祝。跨学科探究性课程的学习活动设计通过创设情境、资源支持、面向观众、学生中心，来实现对学生学习投入的促进。

笔者尝试建立“登山模型”，将探究之旅比作登山过程，来呈现跨学科探究性课程学习活动设计与学习投入的关系。“山”象征探究主题，“山上的风景和道路”象征不同学科与语言学科的联系，学习者在“登山”前期准备（发现问题）、开始登山（探究问题）、完成登山（成果展示）的过程中，付出了情感、行为、认知方面的投入，为整个登山（探究）旅途赋能。

In the 21st century, with the advent of globalization and information society, the speed of knowledge updating and the rapid development of artificial intelligence have raised higher requirements for human learning. Different countries and regional organizations in the world are discussing the core qualities that future-oriented people need to possess. The cultivation of core literacy needs to provide real world problems, return the process of inquiry to students, let students participate in the construction of knowledge in independent inquiry, and carry out inquiry-based learning in the interdisciplinary background.

Interdisciplinary inquiry-based curriculum has the genes of experiential curriculum, discipline-centered curriculum and practical curriculum. This curriculum is inquiry-based and interdisciplinary, and it is a comprehensive practical activity curriculum.  As a tool and carrier of learning, language plays an important role in knowledge construction and thinking development, and is a powerful tool for students to carry out inquiry learning.  In the interdisciplinary inquiry-based curriculum, language is the basic subject, and students learn through language.  

The author selects two inquiry units in grade two of the interdisciplinary inquiry-based curriculum in the primary school of N school in B City as the research objects.  In these two units of inquiry, Chinese is the main subject, and involves geography, history, science, art and other subjects.  The curriculum promotes student engagement through a series of learning activities.  The author obtained research data through interviews and physical collection. The author explored the relationship between the design of interdisciplinary inquiry-based curriculum learning activities and students' academic engagement.  

The study found that the learning activity design of interdisciplinary inquiry-based curriculum mainly includes several major links, such as problem discovery, inquiry and achievement display.  By exploring unit introduction, knowledge collection, map exploration, the link of problem discovery was observed. In the process of inquiry, inquiry is promoted through the cycle of inquiry, record and reflection.  In the results section, create a platform for students to demonstrate their learning by relating it to real-world problems.  The learning activity design of interdisciplinary inquiry-based curriculum can promote students' learning input through setting up situation, resource support, audience orientation and student center.  

The author tries to establish a "mountaineering model", comparing the journey of inquiry to the process of mountaineering, to present the relationship between the design of interdisciplinary inquiry-based curriculum learning activities and academic engagement. "Mountain" symbolizes the theme of inquiry."The scenery and road" symbol of different subjects and language study, learners in "climbing" preparation (Engage), start climbing (Explore), complete the mountaineering (Exhibition) in the process of paying its emotional engagement, behavioral engagement and cognitive engagement, empower the whole mountaineering（Inquiry） journey.