本研究以2022年版义务教育各学科课程标准新增的“跨学科主题学习”板块为内容分析的对象，以跨学科主题学习的优秀案例作为案例分析的对象。在厘清跨学科主题学习、学习进阶相关研究的基础上，基于学习进阶的研究范式及实践应用，结合学生核心素养的发展需求、课程标准的政策要求、学科内容本身的结构特性、跨学科主题学习的优秀案例加以分析，探究跨学科主题学习活动如何进阶组织以向下扎根和向上衔接，从而形成互动关联、循序渐进、垂直连贯的课程内容体系。

本研究通过文本分析2022年版义务教育课程方案和课程标准内容部分新增的“跨学科主题学习”板块，归纳与总结了不同学科课程标准中跨学科主题学习的进阶类型及其具体特征，分别是学段间的进阶、主题间的进阶以及主题内部任务活动的进阶。结合跨学科主题学习的优秀案例，从教师规划与设计的角度，跨学科主题学习进阶设计可以依据学生素养发展、学科核心概念。学生素养发展既是跨学科主题学习活动的根本目的，也是进阶设计需考虑的逻辑起点。学科核心概念为课程内容的有机整合提供了具体抓手，避免课程内容的低级重复、连贯性较弱和延展性不够等问题。

本研究通过描述跨学科主题学习的案例设计、实施情况与相关文本总结资料，并以教师访谈作为补充，尽可能客观、全面地呈现教师在设计跨学科主题学习时的思路与考量，从而呈现跨学科主题学习进阶设计的应然样态与设计逻辑，并从主题、学科、学校三个角度出发，为一线教师如何设计体现进阶特征的跨学科主题学习活动提供思路。

进阶安排跨学科主题学习以一般跨学科主题学习的流程设计为基础，但更为关注课程内容组织及学生学习过程的“大视角”。从更为长远的时间跨度出发，为学生提供可延展、连贯性强的课程结构体系，设计具有深度与广度的跨学科主题学习活动，使得学生对某一主题、概念、知识点的学习或认识不局限于某一节课，使每个学期或学年的跨学科主题学习活动可以纵向贯通，相互衔接与转化。

This study takes the "Interdisciplinary Thematic Learning" section newly added in the 2022 version of the curriculum standards for compulsory education in various disciplines as the object of content analysis. On the basis of clarifying interdisciplinary thematic learning and research related to learning progression, and based on the research paradigm of learning progression and its practical application, the study combines the developmental needs of students' core literacy with the policy requirements of the curriculum standards, the structural characteristics of the disciplines' content, and the excellent cases of interdisciplinary thematic learning to analyse and explore how interdisciplinary thematic learning activities can be organized to be down-rooted and upwardly articulated, so as to form a curriculum content system that is interactively related, gradual, vertically coherent, and progressive.

This study analyses the new section of "interdisciplinary thematic learning" in the 2022 version of the Compulsory Education Curriculum Programme and the content of the curriculum standards, and summarizes the types of progression of interdisciplinary thematic learning in the curriculum standards of different disciplines as well as the specific features of the different types of progression, which are the progression between sections, the progression between themes, and the progression of task activities within the themes, respectively. The progression of task activities within themes. And combined with the excellent cases of interdisciplinary theme learning, from the perspective of teachers' planning and design, interdisciplinary theme learning progression design can be based on students' literacy development and disciplinary core concepts. Students' literacy development is not only the fundamental purpose of interdisciplinary thematic learning activities, but also the logical starting point for progression design. The core concepts of the disciplines provide a concrete handhold for the organic integration of curriculum content, so as to avoid problems such as low-level repetition, weak coherence and insufficient extensibility of curriculum content.

Through describing the case design and implementation of interdisciplinary thematic learning, summarizing relevant textual information and teacher interviews, this study presents as objectively and comprehensively as possible the ideas and stories of teachers in designing interdisciplinary thematic learning, explores the contingent patterns and design logic of interdisciplinary thematic learning progression design, and provides ideas for frontline teachers on how to design activities reflecting progression characteristics from three perspectives: theme, discipline, and school. From the three perspectives of theme and subject, it provides ideas for teachers to design interdisciplinary thematic learning activities with progressive features.

The progressive arrangement of interdisciplinary thematic learning is based on the process design of general interdisciplinary thematic learning, but pays more attention to the organization of curriculum content and the "big view" of students' learning process, and provides students with an extendable and coherent curriculum structure from a longer time span, and designs interdisciplinary thematic learning activities with depth and breadth. The design of cross-curricular thematic learning activities with depth and breadth enables students' learning or understanding of a certain theme, concept or knowledge point not to be confined to a certain lesson, so that the cross-curricular thematic learning activities in each semester or school year can be vertically integrated, interconnected and transformed.