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追风赶月莫停留 平芜尽处是春山 齐齐哈尔市小学语文学科教研中心组成果转化培训会——泰来县参会纪实
","enable_download":1,"cover_thumb":"https://ss-mpvolc.meipian.me/users/11633546/75657ab92fc4403ab81d46c5255a03de__jpeg.heic","has_video":false,"gift_switch":1,"enable_watermark":1,"content":{"article_id":312540754,"content":[{"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/75657ab92fc4403ab81d46c5255a03de__jpeg.heic","img_width":1914,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNzU2NTdhYjkyZmM0NDAzYWI4MWQ0NmM1MjU1YTAzZGVfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"扬帆起航正当时,不忘初心再前行。为了进一步落实国家“双减”政策,贯彻实施省市教育局下发的教师能力素养提升计划,2022年1月9日,泰来县教师进修校小学语文教研员精心组织全县小学语文教师齐聚云端,以饱满的热情在线参加了全市小学语文学科教研中心组成果转化培训会。
","type":1},{"img_height":2400,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/c63a00b3eb07492781b78c2b56ed84ab__jpeg.heic","img_width":1176,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvYzYzYTAwYjNlYjA3NDkyNzgxYjc4YzJiNTZlZDg0YWJfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"img_height":1544,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/f0fe3f36b39b4df79c2a28b59dd75bf2__jpeg.heic","img_width":1242,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvZjBmZTNmMzZiMzliNGRmNzljMmEyOGI1OWRkNzViZjJfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"本次培训会共四项议程:分别是幼小衔接下的语文教学、“双减”背景下的语文课堂、“双减”背景下的语文学科作业设计与思考及学科教研工作总结。
","type":1},{"img_height":382,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/69734bb5cc614b3a8e6b24d5fb89fe2b__png.heic","img_width":582,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNjk3MzRiYjVjYzYxNGIzYThlNmIyNGQ1ZmI4OWZlMmJfX3BuZy5oZWlj/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"large","subtitle_style_id":3,"text":"幼小衔接共携手 语你同行促成长","type":6},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"张玉娜、张明巍、柴咏梅三位老师为大家带来深入浅出的经验分享,引领幼小衔接下的语文教学科学持续地助力孩子成长。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"张玉娜老师以《“绘本”与“拼音教学”的邂逅》为题,分享了她们学校低年级教师如何根据拼音教学的特点及难点、教材编排的特色,循序渐进地将绘本融入到拼音教学中的。并通过班级试点到全面启动的方法,在对比中考量效果,在纵深处优化提升,将绘本的教学价值发挥到极致,为孩子将来学好语文打好基础。
","type":1},{"img_height":3000,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/bc041cf4154c444aaac33a699bcc976a__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvYmMwNDFjZjQxNTRjNDQ0YWFhYzMzYTY5OWJjYzk3NmFfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"张明巍老师以《“趣”学童谣》为题的分享中,选取《剪窗花》一课教学范例,通过全程有趣意、全面相融合、全心去感受这三个方面,让学生在诵读中理解童谣内容,感触传统文化。将传统文化教育融入童谣的教学中,激发了孩子们学习童谣的兴趣,拓展了学生语言思维能力,达到由说到诵、由诵到赏的目标。
","type":1},{"img_height":4034,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/41f5268bbe8e43cb8046d23c4c07c651__jpeg.heic","img_width":2688,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNDFmNTI2OGJiZThlNDNjYjgwNDZkMjNjNGMwN2M2NTFfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"柴咏梅老师以《“悦”美读文 播撒幸福的种子》为题,对“双减”下,如何开展小学一年级阅读教学活动进行了分享。通过“师生共读”“亲子共读”“阅读展示”,激发了学生的阅读兴趣,培养了阅读习惯,同时也埋下奠基学生幸福成长之路的种子。
","type":1},{"img_height":3000,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/f3eaba759c164c15a4779c538ac78754__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvZjNlYWJhNzU5YzE2NGMxNWE0Nzc5YzUzOGFjNzg3NTRfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"花开有时,衔接有方。通过三位老师的经验分享,相信在未来教学的道路上,大家都能以观察促自身发展,更以观察促学生成长,从学习知识为目标真正转向关注学习过程,放大对学习能力、学习意志品质的关注,真正成为孩子成长路上的优秀引路人。
荆爽、赵荣嵘两位老师立足课堂研究,深耕教学艺术,做到“减负不减质”。为老师们在“双减”背景下,探索高效的语文课堂指明了方向,为深度实践提供了强有力的支持。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"荆爽老师以《北京的春节》为例,立足单元备课,明晰本节课的教学目标。以课后题为抓手,以“任务单”为支撑,让语文要素落地;以任务单为支架,秉持以学生为中心的理念,从学生学习的角度出发,设计并提供给学生进行自主学习的框架支撑和方法指导,让本节课的目标落地有痕、水到渠成。从单元整体备课,以课后习题为抓手,在有限的时间和空间中,以小见大,以点见面,不折不扣地落实每堂课的教学任务,全面提高学生的语文素养,达到“减负增效”。
","type":1},{"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/62f2cbad91854e1eb171c74d991933d6__jpeg.heic","img_width":1280,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNjJmMmNiYWQ5MTg1NGUxZWIxNzFjNzRkOTkxOTMzZDZfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"赵荣嵘老师分享的是“在对话中,有效提升口语交际能力”微课视频讲座。她从以下四个方面对语文口语交际进行了分析:一、与教材对话,精准把握交际目标。其中包括“倾听、表达、应对”三个方面,围绕《语文课程标准》《教师教学用书》《教材》三个资源精准把握了教学目标。二、与情景对话,推进发展交际能力。通过推荐卡来呈现孩子们的学习过程。三、与课堂对话,渗透交际方法指导。最后她还分享了四个小妙招:1、表达有条理。2、耐心倾听发言。3、合理表达观点。4、表达有自信。这四个妙招直指课标和教学目标。四、与同伴对话,有效评价口语交际。对评价要注重过程性评价。最后赵老师说:“领会教材编排意图,把握学生特点,回归真实生活,引导学生在真实的交际情境中学习倾听、表达和应对的方法,提升交际能力。”
","type":1},{"img_height":3888,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/539f94b837f6401387bee725dbbba9b8__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNTM5Zjk0YjgzN2Y2NDAxMzg3YmVlNzI1ZGJiYmE5YjhfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"他山之石,可以攻玉。每一次学习都是超越自我的机会,相信教师们会不断思考,不断探究,将所思所想转化为自己的教学成果,丰润自己的教学内涵,在经历中成长,在思考中提升。
","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"large","subtitle_style_id":3,"text":"特色作业显魅力 语你同行展风采","type":6},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"齐秀春、王艳丽、吕艳松三位教师与学生们一同在特色实践作业中积极探寻语文学习的趣味性、实效性。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"齐秀春老师科学设计分层作业,全面落实学科育人。遵循学生主体性、选择性原则。一、基础性作业,“课课练”。每课填写作业分析,年组展示互相学习,年末汇总形成题库。一二年级无纸化作业,多媒体激趣识字,小导师互助识字。二、跨学科综合性作业,对学习资源进行整合。三、课内外阅读与积累。
","type":1},{"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/59eb8e47184142f0b219244f27bf349b__jpeg.heic","img_width":1280,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNTllYjhlNDcxODQxNDJmMGIyMTkyNDRmMjdiZjM0OWJfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"王艳丽老师以《“双减”政策落地 优化作业先行》为主题进行了介绍。一份份充满童真童趣的特色作业,凝聚着孩子们的智慧,记录着孩子们的收获与成长。这些特色作业为孩子们提供了展示自我的舞台,既挖掘了学生们的潜能,提高了动手实践的能力,又为孩子们找到了学习的快乐与自信。
","type":1},{"img_height":4034,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/ef0b57b180a04235854f57735fbcc1db__jpeg.heic","img_width":2688,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvZWYwYjU3YjE4MGEwNDIzNTg1NGY1NzczNWZiY2MxZGJfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"吕艳松老师以“双减”背景下小学语文整单元作业的设计与思考为切入点,启发老师们应遵循教材编排体系,转变思想升级作业设计,探索有助于提高学生语文能力的方法,将学与用融为一体,引领学生自主走进语文世界,让学生在获取知识的同时,感受学习的乐趣。
","type":1},{"img_height":4034,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/2f9050d500274ec181efbcd167e1370c__jpeg.heic","img_width":2688,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvMmY5MDUwZDUwMDI3NGVjMTgxZWZiY2QxNjdlMTM3MGNfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"立足实际,躬行研究。教师们将以此次学习为契机,遵循“趣、活、智、精、实”原则,多元、分层、科学地设计作业,带孩子们一起玩转语文,爱上语文,切实提高学生的语文学科综合素养。
","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"large","subtitle_style_id":3,"text":"教研总结正当时 语你同行促发展","type":6},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"在本次会议的尾声,市语文教研员姜雪婷老师进行总结。首先,姜老师对组织和落实本次活动的16个县区的语文教研员,对台前幕后精心筹备的语文中心组成员,以及对坚守在屏幕前的参会的老师们表示感谢。接着,她从“教研会议明确工作方向、资源录制推进“双减”落实、教学视导引领课堂教学、赛课磨砺提升教师素养、质量抽测挖掘教学存在问题、命题评比增长教师能力、学习培训打造教师队伍”等七个方面,对2021年语文学科教研工作做了全面细致的总结。在总结中重点对今年期末抽测的四年级语文学科的期末成绩进行了分析,对试卷的出题意图以及学生答题错误的原因进行了细致的解析与总结,并提出以后在课堂教学中,我们语文老师要用灵活的方式方法培养学生学习能力,真正的把学到的语文知识变成能力去解决新的问题。在“活”的基础上,我们也要夯实基础,落实单元的语文要素,以教材为抓手,对基础的字词教学也要进行分层,根据地域以及班级的实际情况进行分层作业,同时把古诗词诵读作为常规教学来抓,培养学科素养提升学生的能力,让学生在语境当中运用语言,注重语言实践以及和生活的联系,强调了要工整书写的重要性。最后,姜老师对本学科下一步教研和教学的重点工作进行部署和解读。
姜雪婷老师的学科教研工作总结和下一步工作重点的指导,营造了积极的教研氛围,切实提高了教师实施素质教育的能力和水平,这也必将成为教师专业成长的新起点。
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","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"large","subtitle_style_id":3,"text":"俯拾仰取皆收获 语你同行展未来","type":6},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"聆听不止,笔尖不停。老师们用一支笔,一个本,一部手机或一台电脑,认真地进行线上学习!这场别开生面的线上培训见证了教师们的学习热情,老师们专注且认真地记录着笔记,培训过程中大家纷纷在评论区发表培训心得,简单的文字,朴实的话语,却流露出每位教师的收获。通过参加此次培训学习,全县教师更深层次地领会到了“双减”精神。我们定会乘“双减”之风,扬帆远航。
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","type":1},{"img_height":382,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/69734bb5cc614b3a8e6b24d5fb89fe2b__png.heic","img_width":582,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNjk3MzRiYjVjYzYxNGIzYThlNmIyNGQ1ZmI4OWZlMmJfX3BuZy5oZWlj/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"large","subtitle_style_id":3,"text":"幼小衔接共携手 语你同行促成长","type":6},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"张玉娜、张明巍、柴咏梅三位老师为大家带来深入浅出的经验分享,引领幼小衔接下的语文教学科学持续地助力孩子成长。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"张玉娜老师以《“绘本”与“拼音教学”的邂逅》为题,分享了她们学校低年级教师如何根据拼音教学的特点及难点、教材编排的特色,循序渐进地将绘本融入到拼音教学中的。并通过班级试点到全面启动的方法,在对比中考量效果,在纵深处优化提升,将绘本的教学价值发挥到极致,为孩子将来学好语文打好基础。
","type":1},{"img_height":3000,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/bc041cf4154c444aaac33a699bcc976a__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvYmMwNDFjZjQxNTRjNDQ0YWFhYzMzYTY5OWJjYzk3NmFfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"张明巍老师以《“趣”学童谣》为题的分享中,选取《剪窗花》一课教学范例,通过全程有趣意、全面相融合、全心去感受这三个方面,让学生在诵读中理解童谣内容,感触传统文化。将传统文化教育融入童谣的教学中,激发了孩子们学习童谣的兴趣,拓展了学生语言思维能力,达到由说到诵、由诵到赏的目标。
","type":1},{"img_height":4034,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/41f5268bbe8e43cb8046d23c4c07c651__jpeg.heic","img_width":2688,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNDFmNTI2OGJiZThlNDNjYjgwNDZkMjNjNGMwN2M2NTFfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"柴咏梅老师以《“悦”美读文 播撒幸福的种子》为题,对“双减”下,如何开展小学一年级阅读教学活动进行了分享。通过“师生共读”“亲子共读”“阅读展示”,激发了学生的阅读兴趣,培养了阅读习惯,同时也埋下奠基学生幸福成长之路的种子。
","type":1},{"img_height":3000,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/f3eaba759c164c15a4779c538ac78754__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvZjNlYWJhNzU5YzE2NGMxNWE0Nzc5YzUzOGFjNzg3NTRfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"花开有时,衔接有方。通过三位老师的经验分享,相信在未来教学的道路上,大家都能以观察促自身发展,更以观察促学生成长,从学习知识为目标真正转向关注学习过程,放大对学习能力、学习意志品质的关注,真正成为孩子成长路上的优秀引路人。
荆爽、赵荣嵘两位老师立足课堂研究,深耕教学艺术,做到“减负不减质”。为老师们在“双减”背景下,探索高效的语文课堂指明了方向,为深度实践提供了强有力的支持。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"荆爽老师以《北京的春节》为例,立足单元备课,明晰本节课的教学目标。以课后题为抓手,以“任务单”为支撑,让语文要素落地;以任务单为支架,秉持以学生为中心的理念,从学生学习的角度出发,设计并提供给学生进行自主学习的框架支撑和方法指导,让本节课的目标落地有痕、水到渠成。从单元整体备课,以课后习题为抓手,在有限的时间和空间中,以小见大,以点见面,不折不扣地落实每堂课的教学任务,全面提高学生的语文素养,达到“减负增效”。
","type":1},{"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/62f2cbad91854e1eb171c74d991933d6__jpeg.heic","img_width":1280,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNjJmMmNiYWQ5MTg1NGUxZWIxNzFjNzRkOTkxOTMzZDZfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"赵荣嵘老师分享的是“在对话中,有效提升口语交际能力”微课视频讲座。她从以下四个方面对语文口语交际进行了分析:一、与教材对话,精准把握交际目标。其中包括“倾听、表达、应对”三个方面,围绕《语文课程标准》《教师教学用书》《教材》三个资源精准把握了教学目标。二、与情景对话,推进发展交际能力。通过推荐卡来呈现孩子们的学习过程。三、与课堂对话,渗透交际方法指导。最后她还分享了四个小妙招:1、表达有条理。2、耐心倾听发言。3、合理表达观点。4、表达有自信。这四个妙招直指课标和教学目标。四、与同伴对话,有效评价口语交际。对评价要注重过程性评价。最后赵老师说:“领会教材编排意图,把握学生特点,回归真实生活,引导学生在真实的交际情境中学习倾听、表达和应对的方法,提升交际能力。”
","type":1},{"img_height":3888,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/539f94b837f6401387bee725dbbba9b8__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNTM5Zjk0YjgzN2Y2NDAxMzg3YmVlNzI1ZGJiYmE5YjhfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"他山之石,可以攻玉。每一次学习都是超越自我的机会,相信教师们会不断思考,不断探究,将所思所想转化为自己的教学成果,丰润自己的教学内涵,在经历中成长,在思考中提升。
","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"large","subtitle_style_id":3,"text":"特色作业显魅力 语你同行展风采","type":6},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"齐秀春、王艳丽、吕艳松三位教师与学生们一同在特色实践作业中积极探寻语文学习的趣味性、实效性。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"齐秀春老师科学设计分层作业,全面落实学科育人。遵循学生主体性、选择性原则。一、基础性作业,“课课练”。每课填写作业分析,年组展示互相学习,年末汇总形成题库。一二年级无纸化作业,多媒体激趣识字,小导师互助识字。二、跨学科综合性作业,对学习资源进行整合。三、课内外阅读与积累。
","type":1},{"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/59eb8e47184142f0b219244f27bf349b__jpeg.heic","img_width":1280,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvNTllYjhlNDcxODQxNDJmMGIyMTkyNDRmMjdiZjM0OWJfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"王艳丽老师以《“双减”政策落地 优化作业先行》为主题进行了介绍。一份份充满童真童趣的特色作业,凝聚着孩子们的智慧,记录着孩子们的收获与成长。这些特色作业为孩子们提供了展示自我的舞台,既挖掘了学生们的潜能,提高了动手实践的能力,又为孩子们找到了学习的快乐与自信。
","type":1},{"img_height":4034,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/ef0b57b180a04235854f57735fbcc1db__jpeg.heic","img_width":2688,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvZWYwYjU3YjE4MGEwNDIzNTg1NGY1NzczNWZiY2MxZGJfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"吕艳松老师以“双减”背景下小学语文整单元作业的设计与思考为切入点,启发老师们应遵循教材编排体系,转变思想升级作业设计,探索有助于提高学生语文能力的方法,将学与用融为一体,引领学生自主走进语文世界,让学生在获取知识的同时,感受学习的乐趣。
","type":1},{"img_height":4034,"img_url":"https://ss-mpvolc.meipian.me/users/11633546/2f9050d500274ec181efbcd167e1370c__jpeg.heic","img_width":2688,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTE2MzM1NDYvMmY5MDUwZDUwMDI3NGVjMTgxZWZiY2QxNjdlMTM3MGNfX2pwZWcuaGVpYw==/nickname/6ZmI5Li95bKp/userid/MTE2MzM1NDY=/sign/abffab505b4177f6839fe510873b2eef"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"立足实际,躬行研究。教师们将以此次学习为契机,遵循“趣、活、智、精、实”原则,多元、分层、科学地设计作业,带孩子们一起玩转语文,爱上语文,切实提高学生的语文学科综合素养。
","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"large","subtitle_style_id":3,"text":"教研总结正当时 语你同行促发展","type":6},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"在本次会议的尾声,市语文教研员姜雪婷老师进行总结。首先,姜老师对组织和落实本次活动的16个县区的语文教研员,对台前幕后精心筹备的语文中心组成员,以及对坚守在屏幕前的参会的老师们表示感谢。接着,她从“教研会议明确工作方向、资源录制推进“双减”落实、教学视导引领课堂教学、赛课磨砺提升教师素养、质量抽测挖掘教学存在问题、命题评比增长教师能力、学习培训打造教师队伍”等七个方面,对2021年语文学科教研工作做了全面细致的总结。在总结中重点对今年期末抽测的四年级语文学科的期末成绩进行了分析,对试卷的出题意图以及学生答题错误的原因进行了细致的解析与总结,并提出以后在课堂教学中,我们语文老师要用灵活的方式方法培养学生学习能力,真正的把学到的语文知识变成能力去解决新的问题。在“活”的基础上,我们也要夯实基础,落实单元的语文要素,以教材为抓手,对基础的字词教学也要进行分层,根据地域以及班级的实际情况进行分层作业,同时把古诗词诵读作为常规教学来抓,培养学科素养提升学生的能力,让学生在语境当中运用语言,注重语言实践以及和生活的联系,强调了要工整书写的重要性。最后,姜老师对本学科下一步教研和教学的重点工作进行部署和解读。
姜雪婷老师的学科教研工作总结和下一步工作重点的指导,营造了积极的教研氛围,切实提高了教师实施素质教育的能力和水平,这也必将成为教师专业成长的新起点。
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编辑:陈丽岩
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