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Interdisciplinary Competence inHistory is a necessary psychological condition to determine whether the interdisciplinary learning activities in history can be carried out smoothly for students. It is the deep integration and co-existencebetween the characteristics of history subject in interdisciplinary competence and the conditions of interdisciplinary learning based on the ability of history subject. It follows a generative logic, which takes the cognitive structure of the history subject as the origin, establishes connections between multidisciplinary information as the learning method, and targets the interdisciplinary cognitive structure of history. It is divided into five sub-competences: interdisciplinary situational awareness and problem locating, interdisciplinary divergent thinking and hypothesis formulation, interdisciplinary knowledge integration and hypothesis proof, interdisciplinary method transfer and problem asserting, interdisciplinary learning reflection and experience summarizing. There are various types of questions in the column of "After-school Activities" in history textbooks of junior middle school, involving knowledge and skill tests from multiple subjects. Besides, they possess an essential interdisciplinary attribute, which can provide practice paths for cultivating the Interdisciplinary Competence in History, including situation learning, hypothesis deduction, reasoning and argumentation, cooperative inquiry, and reflective learning. |
