基于大概念的情境教学实践——以《乡土中国·差序格局》为例
Practice of Situational Teaching Based on Big Concepts——Taking Local China:Differential Sequence Pattern as an example
李晓芸1
作者信息
- 1. 浙江大学教育学院,浙江 杭州,310058;厦门第一中学,福建 厦门,361001
- 折叠
摘要
基于大概念的情境教学能够推动《乡土中国》整本书阅读实现有效教学.建立以大概念为核心的知识网络可以为学生课内外自主阅读提供方向,帮助学生提炼著作的核心观点,形成上位认知.而对《乡土中国》中核心观念的理解需要辅助必要的学习情境,消除学生阅读中的陌生感,落实单元学习任务的要求.以《乡土中国·差序格局》的教学实践为例,以大概念为核心锚定素养目标,采用情境教学模式,设计多维度评价机制,真正提升学生的语文核心素养.
Abstract
Situational teaching based on big concepts can promote effective teaching of the entire book Local China reading.Establishing a knowledge network centered on big concepts can provide direction for students'independent reading inside and outside the classroom,help students extract the core viewpoints of the work,and form higher-level cognition.The understanding of the core concepts in Local China re-quires the aid of necessary learning situations to eliminate the sense of unfamiliarity in students'reading and fulfill the requirements of unit learning tasks.Taking the teaching practice of Local China:Differential Sequence Pattern as an example,anchoring the literacy goals with big concepts as the core,adopting a situational teaching model,and designing a multi-dimensional evaluation mechanism can truly enhance students'core literacy in Chinese language.
关键词
大概念/情境教学/《乡土中国》/整本书阅读与研讨Key words
big concepts/situational teaching/Local China/reading and discussion of the entire book引用本文复制引用
基金项目
浙江大学科研项目(2023)(XY2023002)
出版年
2024
NETL
NSTL
万方数据