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在市中区实施零起点教学以来,南上山街小学不断挖掘“民俗文化”教育本身蕴含的人文教育资源与人文教育价值,研究适龄儿童的身心发展规律,探索民俗文化对儿童成长的价值影响,创建富有传统文化魅力、鲜明民俗特色的校园文化,打造系列主题教室,以丰富学生的学习经历为主旋律,培养学生的民族自信和家国情怀。
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利用学校“绘本”主题教室,将品社学科“讲故事”与美术学科“绘漫画”进行整合,通过讲述传统民间故事、绘制民间故事四连漫画,使学生了解民风民俗,培养基本的语言表达能力,增强对民俗文化的喜爱之情。
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利用学校“七巧板”、“九连环”主题教室及体育器材的操场开放区域,将数学学科“学数字”与体育学科“玩游戏”进行整合,通过体验传统体育项目和数学益智游戏,使学生在练习体育基本技能的同时,掌握数学学科数数、比大小等相关知识,培养学生的合作精神。
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利用学校“彩泥”主题教室,将美术学科“捏彩泥” 与科学学科“善发现”进行整合,通过捏民间故事人物形象,发现民间工艺制作的规律,既培养学生动手操作能力,又启发其擅于发现的意识,培养学习的观察和思考能力。
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利用学校“中国鼓”主题教室,将音乐学科“识乐器”与语文学科“读儿歌”进行整合,通过以传统乐器伴奏给儿歌进行节奏的搭配,使学生认识了解民族乐器,并将语文教材中的《上学歌》等内容融入其中,使学生在感受乐曲旋律美的同时,消除上学的紧张情绪,激发对学校、对师生的喜爱之情。
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1.学生“民俗巡游课程资料袋”,包括:民间故事四连漫画、拉拉书、彩泥作品,将学生在课程实施过程中的成果以个人或班级为单位积攒起来,成为入学轨迹。
2.“秀秀我自己”入学成果展示:各班开展“我的第一次”、“传统乐器唱奏会”、“民俗故事讲演会”、“我喜欢的主题教室推荐会”等活动,提供学生展示的平台和相互深入认识了解彼此的机会,并邀请家长代表参与其中,看到学生的进步与成长,为其加油鼓劲。
3.《入学护照》循规律:护照的设计遵循零起点教学的三个评价维度:“慢速度,指向良好习惯的养成; 缓坡度,指向学科兴趣的培养;有梯度,指向关注个体差异。
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利用学校“绘本”主题教室,将品社学科“讲故事”与美术学科“绘漫画”进行整合,通过讲述传统民间故事、绘制民间故事四连漫画,使学生了解民风民俗,培养基本的语言表达能力,增强对民俗文化的喜爱之情。
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利用学校“七巧板”、“九连环”主题教室及体育器材的操场开放区域,将数学学科“学数字”与体育学科“玩游戏”进行整合,通过体验传统体育项目和数学益智游戏,使学生在练习体育基本技能的同时,掌握数学学科数数、比大小等相关知识,培养学生的合作精神。
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利用学校“彩泥”主题教室,将美术学科“捏彩泥” 与科学学科“善发现”进行整合,通过捏民间故事人物形象,发现民间工艺制作的规律,既培养学生动手操作能力,又启发其擅于发现的意识,培养学习的观察和思考能力。
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利用学校“中国鼓”主题教室,将音乐学科“识乐器”与语文学科“读儿歌”进行整合,通过以传统乐器伴奏给儿歌进行节奏的搭配,使学生认识了解民族乐器,并将语文教材中的《上学歌》等内容融入其中,使学生在感受乐曲旋律美的同时,消除上学的紧张情绪,激发对学校、对师生的喜爱之情。
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1.学生“民俗巡游课程资料袋”,包括:民间故事四连漫画、拉拉书、彩泥作品,将学生在课程实施过程中的成果以个人或班级为单位积攒起来,成为入学轨迹。
2.“秀秀我自己”入学成果展示:各班开展“我的第一次”、“传统乐器唱奏会”、“民俗故事讲演会”、“我喜欢的主题教室推荐会”等活动,提供学生展示的平台和相互深入认识了解彼此的机会,并邀请家长代表参与其中,看到学生的进步与成长,为其加油鼓劲。
3.《入学护照》循规律:护照的设计遵循零起点教学的三个评价维度:“慢速度,指向良好习惯的养成; 缓坡度,指向学科兴趣的培养;有梯度,指向关注个体差异。
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