随着《义务教育艺术课程标准（2022年）》的正式发布，舞蹈课程在“新三科”系列中的地位被教育部正式确立，这一举措不仅标志着舞蹈在基础教育阶段的定位，还明确舞蹈课程跨学科融合其他课程的要求。本文具体以北京师范大学第二附属中学的“诗乐舞”跨学科学习项目课程为例，以建构主义理论为视角，与教育理论中“教学过程”的基本组成要素包括了教师、学生、课程教材以及技术媒体的应用整合，这些元素构成了一个稳定的教学组织结构——“教学模式”，包含四大要素:情境、协作、会话、意义建构。通过具体案例分析，寻找建构主义学习理论以及“建构主义学习环境”下的“教学模式”来探索其在跨学科课程设置中的相关应用，突出其有利于学习者创新能力的培养，对学生的成长与发展起到了促进作用，并对实施现状进行分析。

With the promulgation of the "Compulsory Education Art Curriculum Standards (2022 version)", the Ministry of Education has clearly included the dance course into one of the "new three subjects", and requires the dance course to actively integrate with other disciplines. This paper takes the interdisciplinary learning program of "Poetry, Music and Dance" of the Second High School Affiliated to Beijing Normal University as an example. From the perspective of constructivism theory, it adopts the four elements of "teaching process" in the theory: The stable structural form formed by teachers, students, teaching materials and media - "teaching mode" forms a stable structural form, that is, the "teaching mode" that ADAPTS to the constructivist environment, including four elements: situation, collaboration, conversation and meaning construction. Through specific case analysis, this paper seeks for the constructivism learning theory and the "teaching mode" under the "constructivism learning environment" to explore its relevant application in interdisciplinary curriculum setting, highlighting that it is conducive to the cultivation of learners' innovative ability and plays a role in promoting the growth and development of students, and analyzes the implementation status quo.