《义务教育历史课程标准（2022年版）》新增跨学科主题学习这一模块，是课程改革方案及课程标准得以落实的一个重要支点。因此，在初中学段的学习过程中，“跨学科主题学习”成为了老师和学生一项不可或缺的内容。

通过阅读许多文献和观看教学视频，笔者发现许多教师存在对跨学科主题学习的概念不清楚、教学内容非综合化、教学目标缺乏针对性、教学过程设计不合理、总结环节缺失、评价方式无标准化等问题。针对此现状，笔者以部编版初中历史教学为例，分析以往存在的初中“跨学科主题学习”的案例存在的可借鉴的部分和一些问题，来剖析如何进行跨学科主题学习。

The new module of interdisciplinary theme learning in the Curriculum Standards for Compulsory Education History (2022 Edition) , and it is an important fulcrum for the implementation of the curriculum reform plan and curriculum standards. Therefore, in the learning process of middle school, "interdisciplinary thematic learning" has become an indispensable content for teachers and students.

Through reading many literature and watching teaching videos, the author found that many teachers have problems such as unclear concepts of interdisciplinary thematic learning, non comprehensive teaching content, lack of targeted teaching objectives, unreasonable teaching process design, missing summary links, and non-standard evaluation methods. In response to this situation, the author takes the teaching of history in junior high schools as an example to analyze the reference parts and some problems of previous cases of "interdisciplinary thematic learning" in junior high schools, in order to analyze how to carry out interdisciplinary thematic learning.