跨学科主题学习对于充分发挥学科育人功能、促进学生全面发展具有独特而重要的价值意蕴。如何科学理解和设计一个优质的学习“主题”，是当前一线体育教师有效开展体育与健康课程跨学科主题学习时首先遭遇的一个“大问题”，亟待引起学界的足够重视和深入探究。研究运用文献研究法、调查研究法、逻辑分析法，通过“主题”研究“小切口”，对这一“大问题”进行了尝试性回答。研究认为，“主题”是体育与健康课程跨学科主题学习的核心要素和关键载体，科学把握“主题”的核心内涵，是高质量设计体育与健康课程跨学科主题学习之“主题”的首要前提和重要基础。然而实践中却存在着学科知识统整度不高、学生学习主体性不强、校本实施支撑力不足等“主题”设计误区。研究从“基于学科知识的内在关联、学生经验的生活世界、校本资源的特色优势”和“精研课程标准、善用统编教材、坚持素养导向、大胆实践探索”两大方面，提出体育教师及其教学团队科学凝练、设计体育与健康课程跨学科主题学习之“主题”的3种可行方法和4条务实策略。

Interdisciplinary thematic learning has unique and important value for giving full play to the function of disciplinaryeducation and promoting the overall development of students. That how to scientifically understand and design a high-qualitylearning“theme” is the first“big issues” encountered by front-line physical education teachers in effectively carrying outinterdisciplinary thematic learning in physical and health education. Therefore， there is an urgent need for more attention andin-depth investigation from the academic community. By using the method of literature research， investigation and logicalanalysis， the paper tries to answer this“big question” by studying“small incision” through“theme” . The study concludesthat“theme” is the core element and key carrier of interdisciplinary thematic learning in physical and health education， andscientific grasp of the rich connotation of“theme” and its literacy value is the primary premise and important foundation forthe high-quality design of interdisciplinary thematic learning in physical and health education. However， in practice， there aremisunderstandings in the design of the theme， such as the low degree of integration of subject knowledge， weak subjectivityof students’ learning， and insufficient support of school-based implementation， etc. In this regard， the research focuses on twoaspects：“the internal relationship of subject knowledge， the world of students’ experience， and the characteristic advantagesof school-based resources” and“intensive study of curriculum standards， good use of unified textbooks， insisting on qualityorientation， and bold practice and exploration” . This paper puts forward three feasible methods and four practical strategiesfor physical education teachers and their teaching teams to scientifically optimize and design the“theme” of interdisciplinarysubject learning in physical and health education.

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广东省研究生教育创新计划资助项目（2023JGXM_132）；2024年度广东省青少年校园足球暨学校体育高质量发展课题专项课题成果（24SXZPT47）