Challenges and Pathway for Interdisciplinary Learning in Primary School English under Core Competencies in China

Yanhui Wu

doi:10.47297/wspiedWSP2516-250004.20261008

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Challenges and Pathway for Interdisciplinary Learning in Primary School English under Core Competencies in China

10卷第8期

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Challenges and Pathway for Interdisciplinary Learning in Primary School English under Core Competencies in China
Challenges and Pathway for Interdisciplinary Learning in Primary School English under Core Competencies in China
School of Applied English, Hainan College of Foreign Studies, Wenchang, Hainan, 571321, China
2026年10卷第8期页码：21-25
纸质出版：2026-08-30
DOI：10.47297/wspiedWSP2516-250004.20261008
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Yanhui Wu. (2026). Challenges and Pathway for Interdisciplinary Learning in Primary School English under Core Competencies in China. 国际教育与发展（英文版）, 10(8), 21-25.

Wu Yanhui.Challenges and Pathway for Interdisciplinary Learning in Primary School English under Core Competencies in China[J].Journal of International Education and Development,2026,10(08):21-25.
Yanhui Wu. (2026). Challenges and Pathway for Interdisciplinary Learning in Primary School English under Core Competencies in China. 国际教育与发展（英文版）, 10(8), 21-25. DOI： 10.47297/wspiedWSP2516-250004.20261008.

Wu Yanhui.Challenges and Pathway for Interdisciplinary Learning in Primary School English under Core Competencies in China[J].Journal of International Education and Development,2026,10(08):21-25. DOI： 10.47297/wspiedWSP2516-250004.20261008.

摘要

Abstract

Interdisciplinary thematic learning faces numerous difficulties related to teaching staff

class hours

teaching materials

and instructional design. Implementing interdisciplinary thematic learning through after-school services can address the issue of limited class hours; using English nursery rhymes and chants as content can resolve the textbook predicament; and employing interdisciplinary project-based learning driven by authentic problem-solving can overcome challenges in instructional design. Through collaborative design and guidance by teachers from multiple disciplines

coupled with students' autonomous learning

understanding of interdisciplinary knowledge

and joint inquiry

interdisciplinary project outcomes are produced. This process helps students develop an awareness of interdisciplinary thematic learning

construct a more comprehensive and multidimensional knowledge system

and enhance their subject-specific core competencies.

关键词

Keywords

references

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