携手共进,探索基于要素落实的语文学习路径‘Working Together to Explore Innovations in Chinese Learning and Teaching’: A Seminar

发布日期:2019年11月19日 09:26

2019年11月15日,温州市小学语文“教育名家”培养对象暨市小语名师工作室联盟教学研讨活动在温州道尔顿小学举行。本次活动的主题为“基于要素落实的学习路径探索”。朱广久、牟原喜、潘旸、李娜、单志明、李海华、许小燕等名师工作室成员及北大新世纪附属学校、温州道尔顿小学语文教师100余人参与了本次活动。

此次活动分为三个板块:课堂教学展示,专题讲座,名师沙龙。

第一堂观摩课上的是二年级课文《狐狸分奶酪》,执教者是朱广久名师工作室成员、温州道尔顿小学林楚楚老师。课堂上,林老师首先带领小朋友走进童话世界,在轻松自由的朗读中自主识字,在生动的语境中理解词语,并利用词语简述故事内容。这个环节,随文识字与集中识字有机结合,字不离词,词不离句,词语的复现又作为整体感知课文内容的支架。第二个学习活动,林老师紧紧抓住本课的语文要素——借助提示语分角色朗读对话,为学习复述课文做铺垫。林老师注意创设情境,引导孩子边读边揣测故事里狐狸和小熊兄弟俩的心理,而不是直接“教读”提示语这个知识点。在孩子产生角色代入体验的基础上,引导孩子整理反思读好对话有哪些小窍门,孩子在多元认识的基础上,通过老师的引导,逐步聚焦提示语,知道了提示语是什么,提示语有什么作用,进而声情并茂地进行分角色朗读。随后,林老师出示了一个拓展性的对话语境让学生展开想象说话,使语言的训练从理解走向表达,既降低了学生理解童话内涵的难度,又达到进一步体会提示语作用的目的。第三个活动是写字环节,林老师让小朋友通过观察、临摹、评价、修正,感受汉字的书写规律,在实践中有效地落实了写字目标。名师工作室主持人、特级教师牟原喜评价林老师的这堂课“干净简洁”“水乳交融”:从字词到句段、从句段到篇章,学习活动设计清晰合理,目标达成度高。尤其值得欣喜的是,孩子们在课堂上学习状态好,整理习惯好,受到老师们的普遍赞誉。






第二堂观摩课是四年级课文《牛和鹅》,执教者是温州市名师、籀园小学的李娜老师。李老师的课堂,处处体现出她对教材深刻细致的解读,对教学细节的关注精益求精。初读环节,李老师让学生识字学词以后,研究概括主要内容的方法——可以借助关键词语概括,也可以借助题目和主要人物概括。精读环节,李老师借助作业本这个重要的助学工具,引导学生圈画词语,提取关键信息,写下批注。在汇报交流中,李老师引导学生归纳出批注式阅读的基本方法:圈画、记录、格式、角度。尤为可贵的是,在学生批注前,李老师出示了批注的分层评价标准——三星级:圈出孩子们和鹅的动作,用小巧的字体做批注;五星级:除完成三星级任务外,还可圈出有新鲜感的词语句子。整堂课,学习批注式阅读和通过人物的动作、语言体会人物的心情两项语文要素融合在一起,同步推进,板块设计关注细节与层次,作业本助学系统用得很彻底。






课堂教学之后,是名师工作室主持人、特级教师朱广久老师的专题讲座——《语文的本质是滋养生命》。朱老师站在语文教育的终极目标——立德树人的高度,谈了自己对语文课程的认识,诠释了他心中理想的语文课堂。首先,他从审美的视角谈语文课程,他说,语文之美在于语境与心境的结合,诗性与理性的结合,对话高贵的灵魂,情感世界的丰盈。语文之美,美在以文化人,以情动人,以美育人。语文教学的可视化成果是学生学会了听说读写,语文教学的核心价值最终是作用于学生精气神的,是为了滋养生命,塑造学生高贵的人格。

他理想中的语文课,是基于儿童立场、源于儿童生长节奏的语文课,学生的需要就是教学的起点。朱老师结合温州道尔顿小学语文课堂变革的实践认为,大语文观视域下的语文教学更有张力和活力,学期教学计划或课程纲要体现大语文,大任务,大项目,大主题。单元组备课要系统化,结构化,项目化。课堂教学要活用教材,聚焦本体,唤醒激活,整理反思,深度学习。综合性学习活动要致敬经典,拥抱生活,学用迁移,提升素养。他同时指出,语文课固然要关注要素,但不能“唯要素”。要尊重教材,又要敢于突破教材。语文课上,要多一些心灵的自由,多一些诗意的浸润;少一些功利化、技术化,去一些匠气与俗气。






名师沙龙阶段,朱广久、牟原喜、潘旸、李娜、李海华、许小燕老师以两堂研讨课为例,引领大家思考基于要素落实的语文学习路径需要遵循的几个原则:一、语文要素是教学的核心,学习活动要围绕要素展开。二、落实要素,要基于学生基础,利用板块式教学,关注学习的层次与细节,用好工具支架,不断深入、进阶迭代。三、语文是生活,语文是文化,课文始终有条暗线——情感线,我们要在课堂上引导学生把握情感脉络,深度入文,品文体趣。四、要用未来的眼光看待学科的意义,以提高学生终身受益的语文能力为目标来组织学习。致力于学生终身阅读的,不一定是要素,比如阅读习惯是指向终身学习的,就要反复练习,逐步养成。学生的相互协作、思维的交流也是非常重要的,要给予充分关注。

学员们表示,本次活动既有课例研讨,又有理论领航,对大家进一步认识语文学科本质、教好新教材,具有重要的指导意义。(文/吴煦 图/道尔顿新闻中心)

On 15 November 15 2019, Wenzhou Dalton Elementary School hosted a seminar on the topic ‘Working Together to Explore Innovations in Chinese Learning and Teaching’, led by the school’s ‘Master Educator’ Chinese Language Training Program, and the Master Chinese Teacher Workshop Alliance. Over a hundred Chinese teachers from Peking University New Century School-Wenzhou and Dalton Elementary attended the seminar, including some celebrated senior teachers from the workshop.

The event was divided into three main sessions: Classroom Teaching Demonstrations, a lecture on Chinese language teaching, and a discussion on the same topic.

The first demonstration class was given by Ms. Lin Chuchu from Dalton Elementary School. Ms. Lin exhibited an example of students-centered approach through different classroom activities, moving smoothly from reading aloud practice, to role-playing and then to a writing practice.

The second demonstration class was presented by Ms Li Na from Zhouyuan Elementary School. Ms. Li’s experience was put to great use in her teaching. Dedicating only a short section of the lesson to explaining new vocabulary, Ms Li focused mainly on learning strategies, aiming to cultivate the students’ ability for self-directed study. What impressed the observers most is that Ms. Li created a visualized learning process system in the classroom, allowing the students to see where they are in their learning. In addition, students are allowed to learn at their own pace.

A special lecture entitled ‘The Essence of Chinese Language Teaching is to Nourish Life’ followed, given by renowned teacher Mr. Zhu Guangjiu. Mr Zhu discussed the intersection of romance and rationality in poetic analysis, and espoused his thoughts on the aims of Chinese teaching—not only as a matter of technique, but as a means to shape moral character and cultivate good citizenship.

Dalton provided a prime example of Mr Zhu’s vision of an ideal Chinese course. The school’s innovations in Chinese language teaching allows the subject to influence students’ personal development more than ever before. He stressed the importance of stepping outside traditional teaching patterns, modifying coursebooks to students’ needs and combining theory with real-life experience.

Following the lecture was a heated discussion on innovation of Chinese language teaching in which the participants shared their vision of education, which was to instill lifelong habits of reading and communication, as well as critical and creative thinking.

The seminar had been an invaluable learning experience, pinpointing the essence of Chinese language in a way which will not only be hugely beneficial to all the participants in their Chinese language teaching techniques but also open their minds for further innovation as educators.