Exploring the Enhancement of Preservice Primary Teachers’ Interdisciplinary Teaching Competence: Based on the Analysis of Interdisciplinary Teaching Cases_Vol. 2 No. 3 (JNSE 2025)_Journal of Natural Science Education (ISSN: 3005-5792)

Home > Journal of Natural Science Education (ISSN: 3005-5792) > Vol. 2 No. 3 (JNSE 2025) >

Exploring the Enhancement of Preservice Primary Teachers’ Interdisciplinary Teaching Competence: Based on the Analysis of Interdisciplinary Teaching Cases

Download PDF

DOI: https://doi.org/10.62517/jnse.202517303

Author(s)

Baicheng Ye, Chuwen Ye, Yeshu Lin*

Affiliation(s)

School of Education Science, Zhaoqing University, Yunfu, Guangdong, China *Corresponding Author

Abstract

In the context of new educational quality reforms, updated curricular standards such as the “Mathematics Compulsory Education Curriculum Standards (2022 Edition)” advocate innovative interdisciplinary teaching approaches. Interdisciplinary teaching implies transcending subject boundaries and fostering connections among disciplines to expand students’ thinking, cultivate problem-solving abilities, and promote holistic student development. Within this context, teachers’ interdisciplinary teaching competence plays a crucial role in implementing interdisciplinary instruction effectively. Therefore, by analyzing three exemplary interdisciplinary teaching cases, this study explores the interdisciplinary elements embedded within these cases and offers suggestions for cultivating preservice primary teachers’ interdisciplinary teaching competence.

Keywords

New Curriculum Standards; Interdisciplinary Teaching; Interdisciplinary Teaching Competence; Case analysis; Preservice Primary Teachers

References

[1]Wang Hui, Zhou Xu. Theoretical Significance and Implementation of Interdisciplinary Thematic Learning: Reflections Based on the Compulsory Education Curriculum Program (2022 Edition). Journal of Guangxi Normal University (Philosophy and Social Sciences Edition), 2023, 59 (03): 85-91. [2]Liu Xiaonan, Cui Yingchun. Practices and Implications of Interdisciplinary Graduate Training in Top U.S. Universities. World Education Information, 2024, 37 (05): 63-72. [3]Wu S, Lin M, Ji M, et al. Exploring Core Knowledge in Interdisciplinary Research: Insights from Topic Modeling Analysis. Applied Sciences, 2024, 14 (21): 10054-10054. [4]Ren Xuebao. Connotation, Dilemmas, and Breakthroughs in Interdisciplinary Thematic Teaching. Inner Mongolia Education, 2023, (09): 24-34. [5]Qin W’an, Wang Mei, She Jinghang. Interdisciplinary Thematic Teaching: Meaning, Internal Logic, and Practical Approaches. Journal of Guangdong University of Education, 2025, 45 (03): 29-41. [6]Qin Yanxin, Li Fuzhuo. Enhancing Teachers’ Interdisciplinary Teaching Competence: Conceptual Elucidation, Fundamental Characteristics, and Ideal Approaches. Liaoning Education, 2025, (06): 5–7. [7]Zhou Ynuo. A Survey Study on the Current Status of Elementary School Teachers’ Interdisciplinary Teaching Literacy. Shanghai Normal University, 2023. [8]Wang Daxin. Exploring Competence in Interdisciplinary Teaching: Logic, Connotations, and Enhancement Pathways. Anhui Educational Research, 2025, (11): 95–97. [9]Li Guifan, Guo Dongtian. On the Nature and Pathways of Disciplinary Knowledge Integration in Interdisciplinary Teaching. Teaching and Management, 2024, (27): 68–71. [10]Li Chenzhi, Liang Shuting. Interdisciplinary Teaching Competence: The Archimedean Point to Leverage the New Curriculum Reform. Journal of Educational Science of Hunan Normal University, 2023, 22 (02): 63–69.