Journal of Teaching Innovation and Evaluation
JTIE, Vol. 1, No. 1, 2026, pp.154-160.
Print ISSN: 3107-1848; Online ISSN: 3107-1856
Journal homepage: https://www.tiejournal.com
DOI：Https://doi.org/10.64058/jtie260116recle
Remolding the Ecology of Chinese Language Education in Junior High School through Integration and Creation:
A Review of Interdisciplinary Thematic Learning in Junior High School Chinese by Lou Hongyu
Luo Haiyan
Abstract: This paper reviews Lou Hongyu’s Interdisciplinary Thematic Learning in Junior High School Chinese, analyzing it from two perspectives: systematic innovation in curriculum design and ecological construction in case practice. The book proposes a three-dimensional design model of “big concept guidance—knowledge graph support—driving question activation” and provides a three-year thematic project system for junior high school, offering a systematic and operable path for interdisciplinary Chinese teaching, which has important implications for reconstructing the ecology of Chinese language education.
Keywords: Interdisciplinary thematic learning; Big concept; Knowledge graph; Driving question; Digital-intellectual empowerment
Author Biography: Luo Haiyan, Master’s degree, teacher at Chaoyang School, Nansha District, Guangzhou. Research interests: middle school Chinese language education and evaluation. Email: 352496753@qq.com.
标题：在融合与创生中重塑初中语文教育的生态 ——评娄红玉的《初中语文跨学科主题学习》
摘要：本文以娄红玉《初中语文跨学科主题学习》一书为评述对象，从课程设计的系统创新与案例实践的生态构建两方面展开分析。该书提出了“大概念统领—知识图谱支撑—驱动性问题激活”三维设计模型，并提供了贯穿初中三年的主题项目群实践体系，为初中语文跨学科教学提供了系统性、可操作的设计与实施路径，对重构初中语文教育生态具有重要启示。
关键词：跨学科主题学习；大概念；知识图谱；驱动性问题；数智赋能
作者简介：罗海燕，硕士，广州市南沙区朝阳学校教师，研究方向：中学语文教育与评价。电邮：352496753@qq.com。
Received: 06 Feb 2026 / Revised: 20 Apr 2026 / Accepted: 30 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
