In the overall teaching idea of the unit, interdisciplinary dimensions should be paid attention to as follows for reference:

I. Basic information

1, interdisciplinary teaching refers to the construction of students' knowledge structure, and its purpose is that students can flexibly use their own knowledge system to solve problems when facing new problems. The role played by teachers cannot be underestimated. The new curriculum standard clearly puts forward to improve students' comprehensive ability through reform;

2. Among them, the proposal of "learning task group" is only a signal to reorganize the curriculum content around the curriculum objectives and then move towards interdisciplinary reform. How to improve teachers' interdisciplinary literacy, we must first understand the internal composition of teachers' interdisciplinary literacy. It seems that teachers can grasp its composition from four dimensions: cognitive dimension, skill dimension, emotional dimension and metacognition dimension;

Second, interdisciplinary teaching consciousness

1. Under the background of calling for improving the interdisciplinary literacy of Chinese, the cultural literacy of Chinese subject is firstly cognition, and secondly the change of teaching concept. In terms of curriculum, the new curriculum standard clearly points out that Chinese curriculum is a comprehensive and practical course. The essence of the course is that teachers should appropriately reduce the teaching intensity of professional knowledge;

2. Pay attention to life and practice-oriented classroom teaching and guide students to solve practical problems. In terms of teaching content, the Chinese learning research group takes language and literature as the core, organically combines science, politics, media and other disciplines, and realizes the density and breadth of Chinese knowledge under the two major trends of "adapting to the current social reality";

Third, interdisciplinary software design ability.

1. There are three main forms of interaction between China studies and other disciplines: one is the form of association, that is, the combination of history, geography and literature. Secondly, the spatial form of Chinese curriculum implementation is extensive, that is, the implementation of Chinese curriculum radiates to other humanities and social sciences, such as journalism, communication and other disciplines, which is more practical;

2. Thirdly, discipline form is an important research group, especially in the study of China traditional disciplines such as foreign literature and China ancient literature, which pays more attention to specialization. However, compared with these two forms, "related form" has not changed the nature of the course. Strictly speaking, it can't be regarded as a real interdisciplinary teaching;

3. Both forms emphasize "theme" learning. In order to meet the teaching task of "special topic" and help solve the long-term application problems in the future, teachers need to complete curriculum development and software design so that students can work in task groups of various disciplines;

Fourth, implement interdisciplinary education.

1, Chinese teachers should not only cultivate lifelong learning consciousness, pay attention to reality, but also have cooperative learning consciousness to create higher quality and more realistic problems for students. If Chinese teachers can pay attention to the existing problems and educational information in time, it will contribute to the construction of interdisciplinary classrooms. There are two trends in teachers' cooperative learning: one is cooperative learning between teachers and students;

2. Because of the openness of teaching content and evaluation, creating high-quality cooperative learning through teacher-student communication is conducive to the development of students' thinking and the unilateral implementation of multidisciplinary teaching tasks. Second, teachers in China need to cooperate well with teachers in other disciplines;

Five, thinking about interdisciplinary teaching

1, the improvement of discipline quality is inseparable from discipline self-reflection, and China discipline is no exception. Teachers can further understand interdisciplinary education and meta-cognitive knowledge in interdisciplinary education when they reflect on teaching objectives, strategies and achievements;

2. The first is knowledge strategy, that is, teachers must think about how to build interdisciplinary bridges in the classroom, achieve good teaching results, and enable teachers to record the effectiveness of classroom teaching, so as to carry out curriculum redevelopment;

3. Secondly, it is necessary to judge whether the formulation of tasks is related to students' teaching objectives. Secondly, it is necessary to judge whether students can correctly feedback relevant knowledge.

4. Third, "subjective understanding" means that teachers find their own advantages and disadvantages in reflection, improve their own advantages, make up their own shortcomings, and build a more perfect multi-disciplinary Chinese classroom teaching practice system.