語文系教學薈萃 | “雙新”引路，深耕教研，力求創(chuàng)新

“雙新”引路，深耕教研，力求創(chuàng)新美高雙語學校小學語文系教學薈萃（前言）在“雙新”的大背景下跨學科全面提高語文素養(yǎng)的理念深入人心美高雙語學校小學語文系的老師們以“雙新”引路深耕教研，力求創(chuàng)新在語文大單元教學中群英薈萃PrefaceUnder the background of "ShuangXin",The idea of comprehensively improving Chinese literacyacross disciplines is deeply rooted in people"s hearts.The teachers of the Chinese Language Department of theLiving Word use "ShuangXin"to lead the way and strive for innovation.In the large unit teaching of Chinese,a group of talents gather together導語“雙新”指的是新課程和新教材的教育改革措施。在“雙新”精神的引領下，我校積極轉變育人方式，全面系統(tǒng)地從新教材、課程方案、課程標準、教學評價、教學方式等幾個方面進行改變，重點落實在大單元教學、跨學科學習、項目式學習等方面，全方位推進學校的教師在教學內容，教學方式，教學理念等方面的深層次、多角度的轉變。"ShuangXin" refers to the educational reform measures of new curriculum and new teaching materials.Under the guidance of the spirit of "ShuangXin", our school has actively changed the way of education, and has made comprehensive and systematic changes in new teaching materials, curriculum plans, curriculum standards, teaching evaluation, teaching methods and other aspects，focus on the implementation of large unit teaching, interdisciplinary, project-based learning and other aspects.Comprehensively promote the deep and multi-angle transformation of school teachers in the aspects of teaching content, teaching method and teaching concept.我校小學語文系在學期初的工作計劃中，依據(jù)“雙新”要求的深化“活力課堂”的內涵，確定了新學期“全面提升課堂質量”、“全面提高教師育人能力”的綜合指標。立足教研、集體備課、活動以及教學評價，找準“雙新”變革的著力點，探索實踐，穩(wěn)扎穩(wěn)打地實現(xiàn)從知識本位向素養(yǎng)本位的轉變。In the work plan of the primary school Chinese Department at the beginning of the semester, according to the requirement of "ShuangXin" to deepen the connotation of "dynamic classroom", the comprehensive indicators of "comprehensively improving teaching quality" and "comprehensively improving teachers" education ability" were determined in the new semester.Based on discipline teaching and research, collective lesson preparation, discipline activities and teaching evaluation, identify the focus of the "ShuangXin" reform, explore and practice, steadily realize the transformation from knowledge to literacy.一.落實“大單元教學”              穩(wěn)抓“活動”的開展在“雙新”引導的驅動下，小學語文系穩(wěn)抓“活動”這一發(fā)力點，以學生為主體，全面推進語文課程主體性、實踐性的落實，讓語文的意義在課堂中真正體現(xiàn)。Driven by the guidance of the "ShuangXin", the primary school Chinese department firmly grasped the "discipline activities", took the students as the main body, and comprehensively promoted the implementation of the subjectivity and practicality of the Chinese curriculum, so that the meaning of the Chinese is truly reflected in the classroom.“抓住大單元主題”是小學語文組穩(wěn)抓“活動”的第一步。單元主題各異，教學難點和側重點各有不同，明確且系統(tǒng)化、整體化的單元主題可以有效幫助學生在不同課文中深化理解。因此，小學語文系的老師們在集體教研設計，整體教學活動時，將各單元課文重難點進行整合，配合單元目標、課內要求、口語交際和習作，設計選擇恰當?shù)摹盎顒印薄?Grasping the main theme of each unit" is the first step for the Chinese language department in elementary schools to grasp the "subject activities" firmly. The unit themes are diverse, and the teaching difficulties and emphases are different. A clear and systematic, integrated unit theme can effectively help students deepen their understanding in different texts. Therefore, the teachers in the Chinese language department of elementary schools conduct group research and design, and overall teaching activities, integrating the key points and difficulties of each unit"s texts, and coordinating them with the unit goals, in-class requirements, oral communication and writing exercises, to design and select appropriate "subject activities."例如，五年級語文第三單元主要是圍繞中國傳統(tǒng)民間故事展開的。傳統(tǒng)民間故事的二次創(chuàng)作可以有效踐行“語文素養(yǎng)”的核心概念，更好地體現(xiàn)素質教育精神，豐富語文課程的價值追求，促進學生在語文知識與能力、情感態(tài)度和價值觀多方面和諧發(fā)展。For example, Unit 3 of Grade 5 Chinese curriculum is mainly centered around traditional Chinese folk stories. The creative reinterpretation of traditional folk stories can effectively embody the core concept of "literacy competence" and better reflect the spirit of quality education. It can also enrich the value pursuit of Chinese language curriculum and promote the harmonious development of students in multiple aspects, including language knowledge and skills, emotional attitudes, and values.小學語文組的老師在單元目標的引領下，確定了“講民間故事，畫連環(huán)畫”的學習活動要求。讓同學們講述自己了解和學習到的中國傳統(tǒng)文化民間故事，用自己的理解二次創(chuàng)作，用親身的體驗描繪屬于他們的中華傳統(tǒng)。Under the guidance of the unit objectives, the teachers of the primary school Chinese language group determined the learning activity requirements of "telling folk stories and drawing comic strips". Let the students tell the folk stories they have learned and understood about Chinese traditional culture, and create them again with their own understanding, as well as depicting their traditional Chinese culture with their own experiences.

二.科學激發(fā)學生好奇心和求知欲                     引領學習方式變革新課標確立了增強課程實施的情境性和實踐性，促進學習方式變革的課程理念：要求學校從學生的生活實際出發(fā)，創(chuàng)設豐富多樣的學習情境，激發(fā)學生的好奇心、想象力和求知欲，促進學生自主探究學習，力求在課程設置和教師教學中全面落實從傳統(tǒng)模式到“雙新”的轉變。因此，豐富課堂體驗性、拓展性、延伸性成為了講好一堂語文課的真正“關鍵詞”。The new curriculum standards have established the curriculum concept of enhancing the situational and practical nature of course implementation and promoting the transformation of learning methods: it requires schools to start from students" actual lives, create rich and diverse learning situations, stimulate students" curiosity, imagination and thirst for knowledge, promote students" autonomous inquiry-based learning, and strive to fully implement the transformation from the traditional model to the "ShuangXin" in curriculum design and teachers" teaching. Therefore,enriching the classroom experience, expanding its scope, and extending its reach have become the true "key words" for delivering an excellent Chinese language class.語文系的各位老師，在五年級第三單元“講民間故事，畫連環(huán)畫”活動順利展開之后，又積極進行教學評價，汲取經驗和不足，再一次對第四單元的課文進行了教研“深耕”。After the successful implementation of the activity "Telling Folk Tales and Drawing Comic Strips" in the third unit of the fifth grade, the teachers of the Chinese department actively conducted teaching evaluations, drew on experiences and lessons learned, and once again delved deeply into the teaching of the fourth unit.四單元共有四篇課文，分別是《古詩三首》、《少年中國說》、《圓明園的毀滅》以及《小島》，涉及愛國題材詩歌和文章，單元導讀也選取了艾青的《我愛這土地》中的語錄，奠定了濃重的家鄉(xiāng)情懷、愛國情懷的基調?！拔幕孕拧钡恼n程目標導向，直指讓學生們深刻體會家鄉(xiāng)對自我的意義，理解前輩先驅們的濃厚、赤誠的愛國心。The fourth unit consists of four texts: "Three Ancient Poems", "The Young China", "The Destruction of the Yuanmingyuan", and "The Island". These texts cover patriotic poetry and articles, and the unit introduction also quotes from Ai Qing"s "I Love This Land", setting a strong tone of hometown and patriotic sentiments. The course objective of "cultural confidence" directly aims to enable students to deeply understand the significance of their hometown to themselves and comprehend the profound and sincere patriotism of the predecessors and pioneers.小學教研后，安排了“愛國故事手抄報”的活動，讓學生們在興趣驅動下探索學習。五年級各班在老師的指導下，用畫筆描繪，文字敘述，將一個個精彩的故事展現(xiàn)出來。手抄報被陳列在教室后方的黑板上，孩子們耳濡目染，在愛國氛圍濃厚的課堂中學習知識。After thorough research and teaching, the teachers of the primary school Chinese department arranged the activity of "Patriotic Story Handwritten Newspaper", allowing students to explore and learn under the drive of interest. Under the guidance of their teachers, each class of the fifth grade use their brushes and pens to depict and words to narrate, presenting one wonderful story after another. The handwritten newspapers were displayed on the blackboard at the back of the classroom, and the children were constantly exposed to the patriotic atmosphere, learning knowledge in such an environment.

這樣的“活動”充分調動了學生的主觀能動性，發(fā)揮了探索精神，讓語文的目標落到實處，“向下扎根，向上開花”，學生們通過自己的創(chuàng)作學習，語文知識、能力、體悟逐漸升華，并激發(fā)了他們強烈的愛國熱情。Such "subject activities" fully mobilized the students" initiative, stimulated their spirit of exploration, and made the objectives of the Chinese language subject come to fruition. "Rooted down and blooming up", through their own creations, students" knowledge, abilities, and understanding gradually deepened, and their strong patriotic enthusiasm was ignited.三.開展以“素養(yǎng)導向”                  為目標的跨學科教學“雙新”全面鋪開以來，素養(yǎng)導向、模式轉變、跨學科這些詞匯成為教師教學、教研的熱點。然而，讓理論真正成為我們的日常踐行，仍然任重而道遠。為實現(xiàn)全面提高語文素養(yǎng)的培養(yǎng)目標，更好地幫助學生們跨學科學習，小學語文系的老師們群策群力，在課堂之余精心開展了全新的“口語交際”教學設計。Since the full implementation of the "ShuangXin" initiative, terms such as "competency-oriented", "model transformation", and "interdisciplinary" have become hot topics in teachers" teaching and research. However, to truly turn theory into daily practice remains a long and arduous task. To achieve the goal of comprehensively enhancing students" Chinese language competencies and better assist them in interdisciplinary learning, the teachers of the Primary School Chinese Department have pooled their wisdom and, outside of regular classes, meticulously designed a brand-new "Oral Communication" teaching plan.例如，方璐老師選擇了人民教育出版社《語文》第六單元《口語交際：我是小小講解員》作為主要對象，開展“小小講解員”活動，并配合了學校正在推行的媒介素養(yǎng)——校園廣播臺的推行，完成了本次針對性、專項性、項目化的教學設計。For instance, teacher Fang Lu selected the "Oral Communication: I"m a Little Guide" section from the People"s Education Press "Chinese" textbook"s sixth unit as the main focus and launched the "Little Guide" activity. This was in conjunction with the school"s ongoing promotion of media literacy - the establishment of a campus radio station, completing this targeted, specialized, and project-based teaching design.活動涉及到跨學科科目：語文、數(shù)學和歷史，不僅能拓寬語文學習的路徑，也能培養(yǎng)學生關心周圍環(huán)境的意識，有利于提升學生的綜合素養(yǎng)，落實素養(yǎng)本位。The activity involved interdisciplinary subjects: Chinese, mathematics, and history. It not only broadened the path of Chinese language learning but also cultivated students" awareness of caring for their surroundings, which is conducive to enhancing their comprehensive competencies and implementing a competency-based approach.學生們在課外搜集資料，課上充當講解員，努力研習文物背后的歷史背景、故事以及文物價值，跨學科活動擴充了知識面。在講解的過程中，學生清晰表達自己的觀點和想法，不僅鍛煉了口頭表達能力，還在撰寫講解稿的過程中，提升了寫作能力、邏輯思維。Students collected materials outside of class and acted as guides in class, diligently studying the historical background, stories, and value of the cultural relics. The interdisciplinary activity expanded their knowledge base. During the presentation, students clearly expressed their viewpoints and ideas, not only improving their oral expression skills but also enhancing their writing skills and logical thinking in the process of writing the presentation script.

△學生講解的文物

△孩子們根據(jù)自己的講解稿進行介紹

△跨學科素養(yǎng)及語文核心素養(yǎng)的培養(yǎng)細則為持續(xù)強化素養(yǎng)導向，小學語文系的老師們還在課余開展了專項語文素養(yǎng)提升活動。例如，五年級D班學生在雷鳴老師的精心指導下，開展了“詩詞推薦官”比賽。古詩詞是古代圣賢的智慧結晶，以無盡的思想光輝，指引人們在茫茫的歷史長河中前進，蘊含著豐富的中華民族傳統(tǒng)文化，是濃縮了中國文學智慧的奇珍異寶。學生們登上舞臺，推薦中華經典，聆聽古詩書韻，傳承優(yōu)秀文化。通過吟誦古詩文，深化理解、體會神韻，真正將語文素養(yǎng)深化于心。To continuously strengthen the competency-oriented approach, the teachers of the Primary School Chinese Department also organized specialized Chinese language competency improvement activities after class. For example, under the meticulous guidance of Lei Ming, the students of Grade 5D class held a "Poetry Recommendation Officer" competition. Ancient poetry is the crystallization of the wisdom of ancient sages, guiding people forward with boundless intellectual light in the vast river of history. It contains rich traditional Chinese culture and is a treasure trove of Chinese literary wisdom. Students took to the stage to recommend Chinese classics, listen to the charm of ancient poetry, and inherit excellent culture. Through reciting ancient poetry and prose, they deepened their understanding and appreciation, truly internalizing Chinese language competencies.

△學生化作詩詞推薦官除卻日常教學和教師教研的素養(yǎng)本位轉變，在“雙新”的要求之下，教學評價的標準也一改往日單一且的終結性評價，而是采用更加細致且量化的形成性評價。我校積極響應教學評價的轉變，針對不同和不同項目進行評價標準的細分。Apart from the competency-oriented transformation in daily teaching and teacher research, under the requirements of the "ShuangXin" initiative, the standards for teaching evaluation have also changed from the previous single and absolute summative evaluation to a more detailed and quantified formative evaluation. Our school actively responds to this change in teaching evaluation and has segmented the evaluation criteria for different subjects and projects.例如本次“小小講解員”的“學習活動”，在學生實際講解之后，方老師有效且針對性的教學評價“成果評價量表”也會對學生的表現(xiàn)和實際操作起到一個關鍵的總結作用，作為下次相關項目開展的有力借鑒和參考。For example, after the students" actual presentation in the "Little Guide" learning activity, Fang Lu"s effective and targeted teaching evaluation "Outcome Evaluation Form" will play a crucial role in summarizing the students" performance and practical operation, serving as a valuable reference for the next related project.

△評價量表細則結語“雙新”的全面開展，如同一道彩虹降臨到美高雙語學校，帶來全新挑戰(zhàn)的同時，也為語文課程的精進和打磨增添了全新的色彩。小學語文系的老師們認真把握新概念，“找路徑，想對策，踐行動”，不斷創(chuàng)新教學策略，積極探索課堂教學的新式樣。The full implementation of the "ShuangXin" initiative is like a rainbow descending upon the Living Word School, bringing new challenges while adding new colors to the refinement and polishing of the Chinese language curriculum. The teachers of the Primary School Chinese Department have earnestly grasped the new concepts, "finding paths, thinking of solutions, and taking actions", constantly innovating teaching strategies and exploring new forms of classroom teaching.這些活動和實踐，是小學語文系群英薈萃，把握住大單元教學的基本策略，抓準抓牢“雙新”尺度，多維度開展以語文素養(yǎng)為核心和導向的跨學科“活動”的*好例證。相信在未來的教學實踐中，美高雙語學校的老師們會繼續(xù)深耕教研，拓寬路徑，將“雙新”的“新”延續(xù)下去，讓課堂煥發(fā)活力，煥然一“新”。These activities and practices are the best examples of the Primary School Chinese Department"s collective wisdom, grasping the basic strategies of the large-unit teaching, accurately grasping the "ShuangXin" standards, and conducting multi-dimensional interdisciplinary "subject activities" centered on and guided by Chinese language competencies. It is believed that in future teaching practices, the teachers of Living Word School will continue to delve into research, broaden paths, and carry forward the "newness" of the "ShuangXin", making the classroom vibrant and fresh.