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5月6日,我非常有幸在网络平台上,听了吴欣歆教授对2022年版的小学语文课标解读,知道了新课标与以往的语文课标的异同,明确了解了教学的侧重,为自己的教学指明了方向。
","type":1},{"audio_music_id":0,"img_height":678,"img_size":97,"img_url":"https://ss-mpvolc.meipian.me/users/28000336/fb7e95100310f1d646495e50cd75e1de__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjgwMDAzMzYvZmI3ZTk1MTAwMzEwZjFkNjQ2NDk1ZTUwY2Q3NWUxZGVfX2pwZy5oZWlj/nickname/56eL6aOO5LyK5Lq6/userid/MjgwMDAzMzY=/sign/ff54742b1c396a59e7ddfb861c316e92"},{"audio_music_id":0,"source":0,"text":"《义务教育语文课程标准(2022年版)》的课程目标上,语文学科的义务教育阶段“核心素养”时代实实在在地到来了,核心素养的四个方面,分别是文化自信、语言运用、思维能力和审美创造,不再提“三维目标”了。课程目标分学段的要求,也不再是分以往的五个版块(“识字与写字”“阅读”“写作”“口语交际”“综合性学习”),而是分成了四个领域,即“识字与写字”“阅读与鉴赏”“ 表达与交流”“梳理与探究”。如果说课程目标上的变化是期待和预料之中的,那么,新增的两个内容,就是创造性的了。
其一,终于有了名副其实的“课程内容”。新版课标从“主题与载体形式”“内容组织与呈现方式”两个方面,对义务教育阶段语文课程内容做出了规定,首次以具体内容描述的形式明确了“教什么”和“学什么”。以六个不同的“学习任务群”来厘清课程内容。这六个学习任务群分属于三种,在语文学科上处于不同功能层次的类型,分别是基础型学习任务群(语言文字积累与梳理)、发展型学习任务群(实用性阅读与交流、文学阅读与创意表达、思辨性阅读与表达)和拓展型学习任务群(整本书阅读、跨学科学习)。
其二,增加了“学业质量”部分,从“学业质量内涵”和“学业质量描述”两个方面,具体阐述了学生在完成课程阶段性学习后应该达到的学业成就,分四个学段用了近5000字的篇幅,进行了细致定位。教师要明确学习任务群的定位和功能,准确理解每个学习任务群的学习内容和教学提示。在此基础上,综合考虑教材内容和学生情况,设计不同类型的学习任务,依托学习任务整合学习情境、学习内容、学习方法和学习资源,安排连贯的语文实践活动。注重语文与生活的结合,注重听说读写的内在联系,追求语言、知识、技能和思想情感、文化修养等多方面、多层次目标发展的综合效应。
","type":1},{"audio_music_id":0,"img_height":678,"img_size":77,"img_url":"https://ss-mpvolc.meipian.me/users/28000336/f85aa993692f7323c5d2dca0dc1ef143__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjgwMDAzMzYvZjg1YWE5OTM2OTJmNzMyM2M1ZDJkY2EwZGMxZWYxNDNfX2pwZy5oZWlj/nickname/56eL6aOO5LyK5Lq6/userid/MjgwMDAzMzY=/sign/ff54742b1c396a59e7ddfb861c316e92"},{"audio_music_id":0,"source":0,"text":"语文新课程标准明确地指出:“语文课程应致力于学生语文素养的形成与发展。语文素养是学生学好其他课程的基础,也是学生全面和终身发展的基础”。语文课程应培养学生热爱祖国语言文字的思想感情,指导学生正确的理解和运用祖国语言文字,丰富语言积累,培养悟感,发展思维,使他们具适应实际需要的识字写字能力、阅读能力、写作能力、口语交际能力。
那么怎样培养学生的语文素养呢?结合我自己的教学实践,我觉得应从以下两个方面培养学生的语文素养:
1、走进教材,让学生直接体验作品的人文精神。语文课程含有丰富的情感和人文内涵。对人的精神领域的影响是深广的,对学生心灵的震撼是极其深远的。所以要把学生带进教材,让学生在阅读文本的过程中,直接体验作品的人文性、工具性。教师在教学中,一定要用欣赏的目光看待每篇课文。教师应重视用文学性的语言把学生带进教材,让学生在听、说、中体会语言文字的美。在教学中通过多种形式的表情朗读,展现课文描写的形象,抓住课文中有一定内涵的词句进行体会,落实语言文的综合训练。
2、走出教材,让学生扩展阅读,多实践,提高学生语文综合能力。从课内来说,每一节语文课留出3到5分钟给学生扩展阅读和本次课文相关的材料,让学生有新的体验,语文素养就会在潜移默化中得到一定的提升。从课外来说,必须加强课外阅读和实践。语文教育母语教育,有取之不尽的教育资源,有得天独厚的语文环境。 如:班委选举;课前一分钟演讲;周会课;阅读课外书;参加文艺演出等等,都会使学生在“语文化”的生活中,体验到语文学习的乐趣,这就是培养学生语文素养的好方法。
总之,听了《2022年版的小学语文新课程标准》解读,给我留下的启示是深刻的。作为教师,首先要有深入钻研教材,有效拓展教材的业务能力,这样才能切实将语文课做到提高为学生的语文素养服务,要鼓励学生树立大的语文观语文的学习要着眼于丰富多彩的生活,让学生多在语文实践中去学习和感受语文。作为一名教师,我觉得任重道远,但是我会以自己最大的努力贯彻落实新课标的要求,为自己的课堂永葆蓬勃朝气而不懈奋斗!
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","type":1},{"audio_music_id":0,"img_height":678,"img_size":97,"img_url":"https://ss-mpvolc.meipian.me/users/28000336/fb7e95100310f1d646495e50cd75e1de__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjgwMDAzMzYvZmI3ZTk1MTAwMzEwZjFkNjQ2NDk1ZTUwY2Q3NWUxZGVfX2pwZy5oZWlj/nickname/56eL6aOO5LyK5Lq6/userid/MjgwMDAzMzY=/sign/ff54742b1c396a59e7ddfb861c316e92"},{"audio_music_id":0,"source":0,"text":"《义务教育语文课程标准(2022年版)》的课程目标上,语文学科的义务教育阶段“核心素养”时代实实在在地到来了,核心素养的四个方面,分别是文化自信、语言运用、思维能力和审美创造,不再提“三维目标”了。课程目标分学段的要求,也不再是分以往的五个版块(“识字与写字”“阅读”“写作”“口语交际”“综合性学习”),而是分成了四个领域,即“识字与写字”“阅读与鉴赏”“ 表达与交流”“梳理与探究”。如果说课程目标上的变化是期待和预料之中的,那么,新增的两个内容,就是创造性的了。
其一,终于有了名副其实的“课程内容”。新版课标从“主题与载体形式”“内容组织与呈现方式”两个方面,对义务教育阶段语文课程内容做出了规定,首次以具体内容描述的形式明确了“教什么”和“学什么”。以六个不同的“学习任务群”来厘清课程内容。这六个学习任务群分属于三种,在语文学科上处于不同功能层次的类型,分别是基础型学习任务群(语言文字积累与梳理)、发展型学习任务群(实用性阅读与交流、文学阅读与创意表达、思辨性阅读与表达)和拓展型学习任务群(整本书阅读、跨学科学习)。
其二,增加了“学业质量”部分,从“学业质量内涵”和“学业质量描述”两个方面,具体阐述了学生在完成课程阶段性学习后应该达到的学业成就,分四个学段用了近5000字的篇幅,进行了细致定位。教师要明确学习任务群的定位和功能,准确理解每个学习任务群的学习内容和教学提示。在此基础上,综合考虑教材内容和学生情况,设计不同类型的学习任务,依托学习任务整合学习情境、学习内容、学习方法和学习资源,安排连贯的语文实践活动。注重语文与生活的结合,注重听说读写的内在联系,追求语言、知识、技能和思想情感、文化修养等多方面、多层次目标发展的综合效应。
","type":1},{"audio_music_id":0,"img_height":678,"img_size":77,"img_url":"https://ss-mpvolc.meipian.me/users/28000336/f85aa993692f7323c5d2dca0dc1ef143__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjgwMDAzMzYvZjg1YWE5OTM2OTJmNzMyM2M1ZDJkY2EwZGMxZWYxNDNfX2pwZy5oZWlj/nickname/56eL6aOO5LyK5Lq6/userid/MjgwMDAzMzY=/sign/ff54742b1c396a59e7ddfb861c316e92"},{"audio_music_id":0,"source":0,"text":"语文新课程标准明确地指出:“语文课程应致力于学生语文素养的形成与发展。语文素养是学生学好其他课程的基础,也是学生全面和终身发展的基础”。语文课程应培养学生热爱祖国语言文字的思想感情,指导学生正确的理解和运用祖国语言文字,丰富语言积累,培养悟感,发展思维,使他们具适应实际需要的识字写字能力、阅读能力、写作能力、口语交际能力。
那么怎样培养学生的语文素养呢?结合我自己的教学实践,我觉得应从以下两个方面培养学生的语文素养:
1、走进教材,让学生直接体验作品的人文精神。语文课程含有丰富的情感和人文内涵。对人的精神领域的影响是深广的,对学生心灵的震撼是极其深远的。所以要把学生带进教材,让学生在阅读文本的过程中,直接体验作品的人文性、工具性。教师在教学中,一定要用欣赏的目光看待每篇课文。教师应重视用文学性的语言把学生带进教材,让学生在听、说、中体会语言文字的美。在教学中通过多种形式的表情朗读,展现课文描写的形象,抓住课文中有一定内涵的词句进行体会,落实语言文的综合训练。
2、走出教材,让学生扩展阅读,多实践,提高学生语文综合能力。从课内来说,每一节语文课留出3到5分钟给学生扩展阅读和本次课文相关的材料,让学生有新的体验,语文素养就会在潜移默化中得到一定的提升。从课外来说,必须加强课外阅读和实践。语文教育母语教育,有取之不尽的教育资源,有得天独厚的语文环境。 如:班委选举;课前一分钟演讲;周会课;阅读课外书;参加文艺演出等等,都会使学生在“语文化”的生活中,体验到语文学习的乐趣,这就是培养学生语文素养的好方法。
总之,听了《2022年版的小学语文新课程标准》解读,给我留下的启示是深刻的。作为教师,首先要有深入钻研教材,有效拓展教材的业务能力,这样才能切实将语文课做到提高为学生的语文素养服务,要鼓励学生树立大的语文观语文的学习要着眼于丰富多彩的生活,让学生多在语文实践中去学习和感受语文。作为一名教师,我觉得任重道远,但是我会以自己最大的努力贯彻落实新课标的要求,为自己的课堂永葆蓬勃朝气而不懈奋斗!
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