社会发展对综合型人才的培养提出了更高要求，分科课程的弊端日益显 现，开展跨学科学习成为教育改革的重要尝试。在语文学科领域，“跨学科学 习”学习任务群的出现引起学界广泛关注。本文拟借助比较研究、案例分析 等方法对语文跨学科学习任务设计展开研究。 研究发现，现阶段语文跨学科学习任务设计的研究主要关注整体任务环 节、单一语文领域、具体语文篇目、融合其他形式四个方面。三个语文跨学 科任务设计案例分析显示，当前语文跨学科学习任务设计一方面具培养语文 核心素养、创设整体教学情境、设计层级探究问题和语文实践活动等优点， 另一方面也存在教学内容遗落、任务环节残缺、学生参与不足、情境尤待优 化等问题。 基于现有案例的困境和问题，本研究提出了“坚持学科本位、树立系统 观念、保持开放思维、符合实践路径”等四项语文跨学科学习任务设计原则。 本研究针对当前的热点问题“跨学科学习”进行研究，结合具体的案例 进行优缺点的分析，同时提出了自己的建议和想法。然而，本研究还存在如 下的不足：本研究所提出的语文跨学科学习各实施路径的关系不够清晰，且存在一定的理想性。

Social development has put forward higher requirements for the cultivation of comprehensive talents, the drawbacks of sub-curricula have become increasingly apparent, and interdisciplinary learning has become an important attempt of educational reform. In the field of Chinese subjects, the emergence of the "interdisciplinary learning" learning task group has attracted widespread attention from the academic community. This paper intends to use comparative research and case analysis to study the design of interdisciplinary learning tasks in Chinese.
It is found that the current research on the design of interdisciplinary learning tasks in Chinese mainly focuses on four aspects: overall task links, single language areas, specific language articles, and integration of other forms. The case analysis of three language interdisciplinary task designs shows that the current language interdisciplinary learning task design has the advantages of cultivating core language literacy, creating an overall teaching situation, designing hierarchical exploration problems and language practice activities on the one hand, and on the other hand, there are also problems such as missing teaching content, incomplete task links, insufficient student participation, and situations that need to be optimized.
Based on the dilemmas and problems of existing cases, this study puts forward four design principles for interdisciplinary learning tasks: "adhering to the discipline standard, establishing a systematic concept, maintaining an open mind, and conforming to the practice path".
This research focuses on the current hot issue of "interdisciplinary learning", analyzes the advantages and disadvantages of specific cases, and puts forward its own suggestions and ideas. However, there are still the following shortcomings in this study: the relationship between the implementation paths of interdisciplinary language learning proposed by this study is not clear enough, and there is a certain ideality.