我国在国家发展战略层面上十分重视科技创新，将强化基础研究创新能力，实现科技自立自强作为国家重点工作内容之一。科技创新通常以跨学科合作研究为基础，而它的实现高度依赖人才的储备。因此科技人才应当具备相应的跨学科思维，以解决真实科研情境中的问题，推动科技新成果的产出。跨学科概念作为实现跨学科学习的必要知识，已经进入一些发达国家的基础科学课程。然而，在已明确实施跨学科概念相关课程标准的国家，其实际教学效果与规定的目标状态相差甚远，因为教师尚不能理解跨学科概念并掌握相关的教学，导致学生无法获得有效的指导。在我国，高中生物学课程标准中尚未对跨学科概念做出具体明确的学习要求，因此该内容会给我国高中生物学教师的教学带来较大的挑战。考虑到教师是落实跨学科教学的关键环节，其对跨学科概念及其教学方式的掌握亟需相关教育研究的大力支持。这些研究不仅应包括针对教师本身专业发展的研究，在此之前还应包括对学生学习跨学科概念的研究，以便为教师专业发展课程的开设提供必要条件。因此，本研究以高中生物课程标准的延伸内容跨学科概念为主题，通过探索并分析学生群体和教师群体对该主题的学习情况及其促进方式，帮助教师掌握跨学科概念及其学科教学知识，推动我国高中生物学课程标准的进一步发展和高中生物学课程的进一步建设与改革。

本研究的立场为：跨学科概念以理解作为学习目标，它作为我国高中生物学课程标准的延伸，适合依托校本课程平台实施教学，在按照目标模式进行课程设计和实施的过程中可分析总结出跨学科概念PCK，进而以此为基础开展教师专业发展。由此，本研究构建了跨学科概念课程开发模型。模型包含高中校本课程及高中教师专业发展课程两部分：1. 学生校本课程基于跨学科概念的含义与认知特征，依据课程连贯性和概念理解策略，按照泰勒目标模式进行开发：确定课程目标→选择学习经验→组织学习经验→进行课程评价，迭代进行；2. 教师专业发展课程同样按照泰勒目标模式开发，但需要完成跨学科概念以及跨学科概念PCK两部分内容的传递，其中跨学科概念部分的设计以学生校本课程为基础，而跨学科概念PCK则需从校本课程的设计与实施中归纳和总结。跨学科概念课程开发完成后，本研究分别论证了学习经验的选择和组织、课程的评价方式与课程理念及课程目标具有一致性。

本研究依据行动研究法和调查研究法分别实施了学生校本课程及生物教师专业发展（模块）课程，并收集数据以反映学习者对跨学科概念（及其PCK）的理解，进而检验课程的有效性。在学生校本课程中，本研究收集了前、后测试卷、焦点群体访谈录音、课堂录音以及学生活动实物等数据，生物教师专业发展（模块）课程收集了前、后测试卷以及课堂活动实物。通过对收集到的数据进行定量及定性分析，本研究呈现了学习者在课程实施前、后对跨学科概念（及其PCK）的理解及理解上的变化。

数据分析结果表明，学生在校本课程实施前，对个别跨学科概念的理解较好，对多数概念的理解较差；校本课程实施后，学生对跨学科概念的理解在整体上有显著提升，其中对多数跨学科概念的理解较好，对个别跨学科概念的理解无显著提升且需进一步加强。本研究基于跨学科概念的教学实践总结了跨学科概念的PCK，包括学生对各概念的理解，以及有效的教学方式，后者包括“基于概念的教学”、“5E教学模式”、“课程连贯性”，并将这两部分内容作为学习经验纳入专业发展课程中。教师在专业发展（模块）课程实施前对系统相关跨学科概念及其PCK的理解整体较差；专业发展（模块）课程实施后，教师对系统相关跨学科概念及其PCK的理解在整体上得到了显著提升，其中对多数概念及PCK的理解较好，但对部分概念及PCK的理解仍需需进一步加强。

根据课程实施结果，本研究设计的高中校本课程显著提高了学生对跨学科概念的理解，专业发展（模块）课程显著提高了教师对系统相关跨学科概念及其PCK的理解，均能够达成课程目标。因此，本研究通过呈现课程设计成果与课程理念及目标的一致性以及课程实施的效果，支持了跨学科概念课程开发模型的有效性，从而达成了研究目标。教研人员在开展跨学科概念相关教学工作时，应给予学习者明确的学习机会，并可参考各跨学科概念的难度进行教学决策。不过，跨学科概念课程仍需完善，包括细化课程目标、增加或替换部分学习经验、完善校本课程学习经验的连续性、进一步体现跨学科概念之间的连贯性和相关性、以及改进课程所使用的纸笔测试工具等，进一步的研究可以根据该模型开发适应更多类型学习者的课程，以促进教师在跨学科概念上的专业发展。

科技创新是我国增强综合国力、突破发展瓶颈的关键。在这样的大背景下，科技人才的培养不仅要夯实学科知识教学，更要重视跨学科知识的教学。本研究关注到了实施跨学科教学的核心群体——教师，并基于学生课程的设计与实施结果帮助他们掌握跨学科概念和相应的学科教学知识，从而落实课程标准的建议与要求，提升基础课堂教学质量，促进跨学科人才的培养。

Our nation attaches great importance to scientific and technological innovation at the level of national development strategy, and takes strengthening the innovation ability of basic research and realizing scientific and technological self-reliance as one of the key work contents all over the country. Innovation is usually based on interdisciplinary collaboration, and the achievement of it is highly dependent on the reserve of talents. Therefore, the talents should have interdisciplinary thinking to solve problems in real scientific situations and produce new scientific and technological achievements. As the necessary knowledge to achieve interdisciplinary learning, crosscutting concepts (CCCs) have been included in science curriculum documents in some developed countries. However, the actual effect of teaching CCCs is far from the stated goal, because the teachers have not yet understood CCCs and mastered their teaching, resulting in the failure of students to get clear guidance. In our country, the high school biology curriculum standard has not made specific and clear learning requirements for CCCs, so that it will be a great challenge for our high school biology teachers to grasp the instruction. Considering teachers are the key part in science education, the teaching of CCCs needs strong support from relevant educational research. And these researches not only should explore the teacher professional development, but also students’ learning of CCCs which is aimed to provide the necessary conditions for professional development courses. Therefore, this study was themed by CCCs, the extension content of the high school biology curriculum standard, and helped teachers master CCCs and their instruction through our exploration and analysis to students’ and teachers’ learning on CCCs as well as the incentives, to promote the further development of the high school biology curriculum standard and the further construction and reform of high school biology curriculum in our country.

The position of this study is that the CCCs take understanding as the learning objective, and can be taught through the school-based course based on target model; and the PCK of CCCs can be summarized from the design and implementation of the course, then serves as the necessary condition for the teachers’ professional development. Therefore, this study constructed a CCC course development model. The model includes two parts: the high school-based course and the high school teacher professional development course. Based on the meaning and cognitive characteristics of CCCs, as well as the principle of coherence and conceptual understanding, the school-based course was developed iteratively in accordance with the Tyler objective model: determining the goals → selecting learning experience → organizing learning experience → conducting evaluation; the teacher professional development course was also developed in accordance with the Tyler objective model, in which not only the CCCs but the CCCs PCK need to be conveyed. The design of the CCCs part was based on the school-based course, while the CCCs PCK was summarized in the design and implementation of the school-based course. After the design of the CCC course was completed, this study demonstrated the consistency between the selection and organization of learning experience, the evaluation ways and the ideas and goals of the course.

This study used action research method to implement the student school-based course and the biology teacher professional development (module) course respectively, and collected data that can reflect the learners’ understanding of CCCs (and their PCK) through survey research method to test effectiveness of the course. The data which included pre- and post-test papers, focus group interview recordings, classes recordings, and products of student activities was collected in school-based course. And pre- and post-test papers and the products of teachers’ activities were collected in biology teacher professional development (module) course. Quantitative and qualitative analysis was conducted to show the changes of learners’ understanding of CCCs (and their PCK) before and after the course implementation.

The results showed that the students possessed a poor understanding of most CCCs and a better understanding of individual CCCs before the school-based course; After the intervention, the students’ understanding of CCCs had been improved significantly as a whole. Among them, the understanding of most was better, and the understanding of individual CCCs had not been significantly improved and need to be further strengthened. Based on the teaching practice, this study summarized the PCK of CCCs, which consisted of the students’ understanding and the effective strategies that are “Concept-based instruction,” “5E instructional model” and “Coherence.” The teachers possessed a poor overall understanding of CCCs and their PCK on “system” before the professional development (module) course; After the implementation, the teachers’ understanding had been significantly improved overall. Among them, the understanding of most concepts and PCK was better, but some need to be further strengthened.

According to the results, the school-based course designed in this study significantly improved the students’ understanding of CCCs, and the professional development (module) course significantly improved the teachers’ understanding of system-related CCCs and their PCK, and both of them achieved course goals. Therefore, this study supported the effectiveness of the CCC course development model by demonstrating the consistency between the course design and the course goals, as well as the practice results. And the research goal was achieved. Teachers and researchers should give learners clear guidance when teaching CCCs, and can make decisions referring to the difficulty of each CCC. The CCC courses still need to be improved, including (1) detailing the course goals; (2) adding or replace the learning experience; (3) improving the continuity of learning experience in school-based course; (4) further reflecting the coherence and relevance among CCCs; (5) improving the testing tools used in the courses; (6) and applying the model to more types of learners to improve the professional development of teachers.

Scientific and technological innovation is the key to enhance the comprehensive national strength and breakthrough the development bottleneck in our country. In such a context, the cultivation of scientific and technological talents should not only strengthen the discipline knowledge teaching, more importance should be attached to the teaching of interdisciplinary knowledge. This study concerned about the core group of interdisciplinary teaching——the teachers, and helped them grasp the CCCs and their PCK based on the product of the design and implementation of the student course. This work implemented the suggestions and requirements in the curriculum standards, and improved classroom teaching quality, and promoted the cultivation of the interdisciplinary talents.