找准路径，采撷花香，美高双语学校初中语文系教学拾萃

找准路径，采撷花香 美高双语学校初中语文系教学拾萃In "Finding the Right Path and Gathering Fragrance - Highlights of Chinese Teaching in the Junior High School Department of Living Word Shanghai Bilingual School".

Living Word Shanghai Teaching ReviewLWS前言在新课程改革的大背景下大单元教学作为新型教学模式备受瞩目美高双语学校初中语文系的老师们积极探索精准施策在语文教学之路上采撷一路花香Living Word Shanghai PrefaceUnder the background of the new curriculum reform, large-unit teaching has attracted much attention as a new teaching model. The teachers of the junior high school Chinese department of Living Word Shanghai Bilingual School actively explore and take precise measures to gather fragrant flowers all the way on the road of Chinese teaching.

      科学设置大单元教学目标  scientifically set the teaching goals of large units. 01    科学设置大单元教学目标，是开启大单元教学的关键第一步。本学期伊始，老师们群策群力，首先对六年级语文课本第*单元进行了大单元教学目标的精心设定。Scientifically setting the teaching goals of large units is the crucial first step in starting large-unit teaching. At the beginning of this semester, the teachers pooled their wisdom and first carefully set the large-unit teaching goals for the first unit of the sixth-grade Chinese textbooks.     本单元涵盖《草原》《丁香结》《古诗词三首》三篇课文。其共同特点是作者在描绘景色时都融入了丰富的联想和想象，因此本单元的阅读训练要素为 “阅读时能从所读的内容想开去”。This unit includes three texts: "The Grassland", "Lilac Knots", and "Three Ancient Poems". Their common characteristic is that the authors have incorporated rich associations and imaginations when describing the scenery. Therefore, the reading training element of this unit is "being able to think beyond what is read when reading".     那么，如何做到 “从阅读的内容想开去” 呢？《草原》课后第一题提示联系生活经验，想象草原夜色与感受主人热情好客；《丁香结》课后第三题引导学生将文中的花与生活联系起来理解象征意义；《古诗词三首》课后题则提示结合写作背景和自身体验抓关键词句 “想开去”。简而言之，“想开去” 就是让学生运用联想和想象，加深对课文的理解与感受，丰富阅读体验。So, how can we "think beyond what is read"? The first question after "The Grassland" prompts students to connect with life experiences, imagine the charming night scene of the grassland and feel the hospitality of the hosts. The third question after "Lilac Knots" guides students to connect the flowers in the text with life to understand the symbolic meaning. The questions after "Three Ancient Poems" prompt students to grasp key words and sentences and "think beyond" by combining the writing background and their own experiences. In short, "thinking beyond" is to let students use associations and imaginations to deepen their understanding and feelings of the text and enrich their reading experience.     为此，本单元确定了三个教学任务：任务一，立足生活 “思绪万千”；任务二，以文为本 “浮想联翩”；任务三，多角度观察 “妙想无边”。学生完成任务后进行自我评价，评价等级为五星制。For this reason, three teaching tasks have been determined for this unit: Task 1, "Thoughts Flourish" based on life; Task 2, "Thoughts Soar" based on the text; Task 3, "Endless Wonderful Thoughts" through multi-angle observation. After completing the tasks, students conduct self-evaluation, and the evaluation level is on a five-star system.Chinese Department.      系统布局大单元教学活动  systematically layout large-unit teaching activities.02     在大单元教学模式下，系统布局教学活动能深度促进学生投入语文课堂，助力他们优化语文学习成果。由于大单元教学主题各异，教学重点与特点不同，所以老师们在设计布局教学活动时，力求灵活选择创新教学方法，活跃语文课堂，集中学生学习注意力。Under the large-unit teaching mode, systematically arranging teaching activities can deeply promote students" engagement in Chinese classes and help them optimize their Chinese learning results. Since the themes of large-unit teaching are different, and the teaching focuses and characteristics are also different, when designing and arranging teaching activities, teachers strive to flexibly choose innovative teaching methods to enliven Chinese classes and focus students" learning attention.

      例如，徐子渊老师在讲授《藤野先生》一课时，让学生扮演角色进行对话表演或用鲁迅的口吻写日记，以深入理解课文内容和感受作者情感世界。覃日红老师在教授《桥》一课时，让学生分组扮演角色，模拟洪水来临时的情景，增强学生的参与感和代入感。李秀荣老师在讲授《春》一课时，注重精读品析，引导学生逐字逐句解析文本。李明玉老师在讲授《济南的冬天》时，采用以读带学的方法，通过教师范读、学生个体朗读和集体诵读，让学生领略景色之美与语言之美。For example, when Teacher Xu Ziyuan was teaching "Mr. Fujino", students were asked to role-play and perform dialogue or write diaries in Lu Xun"s tone to deeply understand the text content and feel the author"s emotional world. When Teacher Qin Rihong was teaching "The Bridge", students were asked to role-play in groups and simulate flood scenes to enhance students" sense of participation and immersion. When Teacher Li Xiurong was teaching "Spring", she focused on intensive reading and analysis and guided students to analyze the text word by word. When Teacher Li Mingyu was teaching "Winter in Jinan", she adopted the method of learning through reading. Through teacher"s model reading, individual student reading, and collective reading, students can appreciate the beauty of the scenery and the beauty of language.

    这些新颖的教学方法推动学生层层递进地学习语文知识，提高学习兴趣和探寻问题的积极性。These novel teaching methods promote students to learn Chinese knowledge step by step and improve their learning interest and initiative.Chinese Department.      充分完善大单元教学评价  fully improve the large-unit teaching evaluation. 03    大单元教学评价是大单元教学模式的重要一环，在这一环节中，教师能够及时给予不同学生个性化的语文学习指导建议，精准推动学生提高学习质量。所以在大单元教学视域下，我们美高语文教师特别注重有效改变以往单一的终结性评价，深度关注学生的单元学习整个过程，系统分析他们多方面的学习表现，进而从多维度出发来改进语文课程学习评价标准，给予每个学生针对性的学习评价。在此过程中，教师们适当增加激励性语言，注重在潜移默化中帮助学生培养学习信心，更好地发挥他们的语文学习自主性。The evaluation of large-unit teaching is an important part of the large-unit teaching mode. In this link, teachers can give personalized Chinese learning guidance suggestions to different students in a timely manner and accurately promote students to improve their learning quality. Therefore, from the perspective of large-unit teaching, the Chinese teachers of our school pay special attention to effectively changing the single summative evaluation in the past, deeply pay attention to the entire process of students" unit learning, systematically analyze their learning performances in many aspects, and then improve the evaluation standards for Chinese curriculum learning from multiple dimensions and give targeted learning evaluations to each student. In this process, teachers appropriately increase incentive language and focus on helping students cultivate learning confidence imperceptibly and better exert their autonomy in Chinese learning.    除此之外，我们又融入学生自评和互评环节，进一步帮助他们在多主体评价中全面了解自身现阶段的语文学情，更有针对性的改进实际的语文学习计划，寻找之后的提升发展方向。In addition, we have integrated students" self-evaluation and peer evaluation links to further help them comprehensively understand their current Chinese learning situation in multi-subject evaluations, improve their actual Chinese learning plans more targeted, and find the direction for improvement and development in the future.     例如：王春玲老师在上八年级第三单元写作课——《学习描写景物》一课时，就先依据本单元设定的教学目标“读写结合”这一定点，先引导学生总结本单元写景文章的写作特点及文章*值得借鉴的写作方法。依据学生的总结，教师适时做出评价，此环节取名为“探究写景‘法宝’”。For example, when Teacher Wang Chunling was teaching the writing lesson of the third unit of grade eight, "Learning to Describe Scenery", she first guided students to summarize the writing characteristics of the scenic description articles in this unit and the most worthy writing methods based on the fixed point of the teaching goal "combining reading and writing" set in this unit. According to the students" summary, the teacher made evaluations in due time. This link is named "Exploring the "Magic Weapon" for Describing Scenery".

    接着教师出示范文《丁香花又开》，依据写景文章要素，为范文评分。例如下表：“学习描写景物”评价量表

     最后学生学以致用，自主创作，课后修改升格自己的作文《窗外》。     大单元教学模式的采用，使我校语文教学在成长发展的路上，花开满径。今后在教学中我们还要加强有效教学反思，通过综合分析学生们的学习情况， 发现自身教学上存在的问题，主动进行自我提升，丰富积累语文教学经验，提高大单元教学有效性，帮助初中学生进一步优化学习效果，丰富实际的学习体验。Finally, students apply what they have learned, create independently, and revise and upgrade their compositions "Outside the Window" after class.The adoption of the large-unit teaching mode makes our school"s Chinese teaching full of blooming flowers on the road of growth and development. In the future, in teaching, we still need to strengthen effective teaching reflection. Through comprehensive analysis of students" learning situations, we will discover problems in our own teaching, take the initiative to improve ourselves, enrich and accumulate Chinese teaching experience, improve the effectiveness of large-unit teaching, help junior high school students further optimize learning effects and enrich actual learning experiences.课程总结    在美高双语学校的初中语文教学中，大单元教学模式如同一股春风，为语文课堂带来了勃勃生机。语文组的老师们以科学的目标设定为指引，精心布局教学活动，完善教学评价，每一个环节都倾注了他们的心血与智慧。    从引导学生 “想开去”，到创新教学方法让学生深度参与课堂，再到多维度的教学评价促进学生成长，老师们始终以学生为中心，致力于提升学生的语文核心素养。他们不断探索、反思、改进，只为给学生带来更优质的语文学习体验。    相信在语文组老师们的辛勤耕耘下，美高双语学校的初中语文教学必将绽放更加绚烂的光彩，为学生的未来奠定坚实的语文基础。In the junior high school Chinese teaching of Living Word Shanghai Bilingual School, the large-unit teaching mode is like a spring breeze, bringing vitality to Chinese classrooms. The teachers of the Chinese group are guided by scientific goal setting, carefully layout teaching activities, and improve teaching evaluations. Every link is infused with their painstaking efforts and wisdom. From guiding students to "think beyond", to innovating teaching methods to let students deeply participate in the classroom, and then to multi-dimensional teaching evaluations to promote student growth, teachers always take students as the center and are committed to improving students" core Chinese literacy. They continuously explore, reflect, and improve, only to bring students a better Chinese learning experience. It is believed that under the hard work of the teachers of the Chinese group, the junior high school Chinese teaching of Living Word Shanghai Bilingual School will surely shine with more brilliant colors and lay a solid Chinese foundation for students" futures.Chinese Department.上海美高双语学校  期待您的到来！