“跨学科”和“校本课程”不仅是学校环境教育的重要理念，也是中国新一轮基础教育课程改革的重要内容。21世纪以来，中国的一些中小学教育工作者在跨学科环境教育校本课程开发方面进行了积极尝试，积累了大量经验。本研究基于环境教育理论和基础教育课程改革的导向，通过对选定现实案例的实地考察，探讨跨学科环境教育校本课程开发的模式。本研究首先通过文献探讨，提出以 “跨学科”为基本特征、“环境教育”为基本内容，“校本课程”为基本载体的“跨学科环境教育校本课程”共有12种可能的开发模式，并依此对北京理工大学附中的《走近长河——我的长河绿地图》之课程开发过程进行分析和讨论，认为该课程的开发过程符合“跨学科环境教育校本课程”的“以学科共有内容为中心+单独设课+专家——学校合作”之开发模式。在此基础上，本研究还对《走近长河》课程开发的经验、所用模式的适用条件和可推广范围进行了讨论，以期为普通中小学的校本课程开发提供有益的参考。

Interdisciplinary" and "school-based" is not only the important concept of school environmental education, is also the important content of the latest China basic education curriculum reform. Since the beginning of the 21st century, some middle and primary school education workers did actively trying in the school-based interdisciplinary environmental education curriculum development, accumulated the massive experience. Based on environmental education theory and the orientation of basic education curriculum reform, this thesis investigated and analyzed the selected real case, discussed the models of the school-based interdisciplinary environmental education curriculum development.Through the literature review, this thesis put forward the possible 12 models for “school-based interdisciplinary environmental education curriculum development” ,which has "interdisciplinary" as the basic feature, "environmental education " as the basic content, "school-based curriculum" as the basic carrier. Furthermore,this thesis made a deep analysis and discussion of the whole process of the Walk to Changhe river, the curriculum of the High School Affiliated To Beijing Institute of Technology(BIT), and deem that the curriculum fit to the model “subject centered + curriculum independent + experts and school cooperation”. On this basis, this thesis also discussed the lessons from the curriculum development, the applicability and generalizability of the model, have the expectation of providing salutary lessons for the development of school-based curriculum in middle and primary schools.