“博观师说”:义教语文新课标的校本化实施路径探讨BMHTeachersTalk
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作者简介:
张春晖
BMH督导
(课程发展及质量评估)
◆ 曾任职二十一年省域语文教学研究员、学科负责人,多次担任省域学科初中学业水平考试审题组长
◆ 长期组织“国培计划”“省培计划”等各种国家级、省级各类型教研活动及培训项目,并担任首席培训专家
2022年4月21号,教育部颁布了《义务教育课程方案和课程标准(2022版)》,将在今年秋
季新学期正式投入使用。2023秋季配套的改编教材也将投入使用。那么,为什么会在这个时期推出新课程标准,与2001年课程改革相比,与2011年版课标相比,都发生了哪些变化,有何新的进展,如何把握其中的“变“与“不变”,等等,面对这些疑问,老师们应该如何理解,如何去做,学校又将如何应对...
以语文学科教学为突破口,2022年6月,我校文科部门举行新一轮师培专题活动,教学督导张春晖教授结合自己长期进行教育理论研究及参与课程改革的经历,从个人角度为老师们做专题解读。
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在教学理念的要点把握方面,张教授强调,语文教师要立足语文课程核心素养,彰显“以文化人”的育人目标,创设真实而富有意义的学习情境,以凸显语文学习的综合性、实践性特点。在此基础上,张教授重点对教学实施给出如下几点建议:
1
关于学习任务群的教学建议。尝试大单元设计教学,以教材单元为设计单位,以活动任务
为设计线索,以项目化学习为设计内容,参照单元主题和关键语文要素。过程中兼顾不同课型、不同知识传授与能力训练。研究教材的各个单元主要承担或者接近“学习任务群”之中的哪些“任务”,然后以这种“任务”来引领教学。教材的单元导语有本单元的人文主题和语文学习要点的提示,另外,每篇课文后面还有思考题,可以参照这些提示与思考题,集中转化为“学习任务”,不是一课一课地讲,不是文本为纲,不是一味讲求知识的系统和完备,不是把训练作为纯技巧的练习,而是在“任务驱动”下,让学生在一定情境之中带着一定的任务进行伙伴式的学习、探究式的学习,获得自己知识的建构。任务群的组织方式可以是主题、专题、议题、体裁、技能点、知识点等。
2
重视群文阅读,但不能忽视单篇教学。目前的单元教学都是以群文组元的设计,不能简单转化为“任务群”教学,更不能以“群文教学”取代单篇课文的教学。小学阶段的语文学习,要充分考虑教师的适应性、学生各学段的学习重点,学情始终是教学的思考核心。统编版语文教科书建议的经典篇目仍然是单篇教学的重点,有些课还是要老师多讲一点,要精讲,先要学生明白,然后才能开展活动。
3
学校不应强行规定老师讲什么、讲多少的比例,不应统一规制老师怎么教。“任务驱动”是“学习任务群”的教学方法,但不等于是唯一的方法,也不意味着全部教学一刀切,都要采取“任务驱动”方法。哪些单元或者哪些课文适合“任务驱动”,多一点时间放手让学生自主学习,或者多一些讨论;哪些单元哪些课还是老师的讲解为主,当然这种讲解也应当是启发式的,教学主动权、选择权应当交给老师。课型与知识类型还有进一步理清,在具体的实践活动中鼓励教师灵活运用不同的策略与方法。
4
着力开发文本的不同功能,同时仍要将文本细读作为语文老师的基本功。除此之外,要确立这样的共识:深求玩味要建立在熟读成诵的基础上,如果不能对最经典的东西熟读成诵,就难以构建新的认知结构,形成新经验。在常态教学中,要求学生最起码有熟读,课文没有熟读,就难以展开真正意义的文本解读。
5
关于整本书阅读。“整本书阅读”不要一味强调课程化。阅读的“规定动作”太多,不利于激趣。进步时代
跨学科主题学习考虑权重占比,10%左右,不宜加重学生负担,包括时间占用问题。
总结教学建议的核心是,教学重心要紧紧围绕四个核心素养目标的融合而展开,最终又归于目标的有效检测,所以要充分重视作业等主要的学业质量的反馈环节。本次新课标与以往不同,素养目标是整体,由总目标、学段目标(具体表现)、任务群内容(具体要求)、学业质量标准(终结性要求与考查要点)构成整个课程内容体系,所以要整体筹划,上位内容要做到校本过程中的学科细化,下位教学内容要聚焦、具体、可检测,实践路径要清晰。
Author:
Kelly Zhang
Deputy Head
(R&D and Quality Assurance)
◆ She has been a provincial teaching rearcher and subject leader for 21 years and has rved as a leader of the examination questions of Junior and High School level examination papers.
◆ She has been the chief training expert for training projects and has been employed by many provinces and cities for training and evaluation of textbooks and cours.
On April 21, 2022, the Ministry of Education promulgated the Compulsory Education Curriculum Plan and Curriculum Standards (2022 Version), which will be officially in effect in the coming term. The adapted textbooks for the fall of 2023 will also be put into u. Why is the new curriculum standard launched at this time, what has changed compared with the 2011 version of the curriculum standard since the 2001 curriculum reform, what new progress has been made, and how to discern the “constant” and the “variables”, I will try to explain the questions to help teachers and schools better interpret the Curriculum Standard and put into teaching practice.
吴乞买
右边喉咙痛Starting with Chine teaching, in June 2022, our Chine Teaching Department redesig
ned the professional development training programme. Deputy Head Professor Zhang combines her long-term educational theoretical rearch and experience in curriculum reform to provide teachers with her interpretation of the Curriculum Standard.
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In terms of the main ideas of the teaching concept, Professor Zhang emphasid that Chine teachers should focus on the core literacy of Chine curriculum, demonstrate the educational goal of enhancing student’s literacy with education and culture, and create real and meaningful learning situations to highlight the comprehensiveness and practicality of Chine learning. To this end, Professor Zhang has the following suggestions for teaching implementation:
打印机英语
劝君莫惜金缕衣劝君惜取少年时1
Recommendations for grouping learning tasks: Teach in mega-unit with textbook structure as reference. 猪骨高汤Teaching content should be bad on project-bad learning an
d incorporate unit topic and key Chine teaching points. At the same time, we take into account different lesson types, different knowledge and skill training. Teachers peru the textbook to learn which tasks in the Learning Task Group are covered in the textbook unit, and then conduct task-oriented teaching. The unit introduction of the textbook contains tips on the humanistic themes and key points of Chine learning in the unit. Besides, there are questions after each text. Teachers can refer to the introductions and questions to get the main idea of learning tasks, instead of teaching in the exact order of the textbook, one lesson after another. We should not focus on the text alone, nor the knowledge system in its entirety, and make the common mistake of honing skills instead of teaching knowledge. Instead, we should be task-driven, organi inquiry-bad group learning with a specific task and situation so as to construct student’s own learning structure. Learning Task Groups can be organid by theme, column, topic, genre, skills, knowledge, etc.
叶公好龙原文