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为深入学习领会新版课程方案和课程标准,提升教干教师专业素养,岚山区教育和体育局邀请原杭州市萧山区教研室主任、浙江省特级教师徐和平教授作专题报告,题目为《素养立意的单元教学设计》的视频报告。中楼镇小学教师认真观看了此次视频报告,并深感受益匪浅。
","type":1},{"audio_music_id":0,"img_height":600,"img_size":674,"img_url":"https://ss-mpvolc.meipian.me/users/56722111/83068b50cc484f4bd48c65ed25d93f89__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTY3MjIxMTEvODMwNjhiNTBjYzQ4NGY0YmQ0OGM2NWVkMjVkOTNmODlfX2pwZy5oZWlj/nickname/5Lit5qW85bCP5a2mIOiBguWLhw==/userid/NTY3MjIxMTE=/sign/15f13e37946de605bd686dd3cad5eea5"},{"audio_music_id":0,"source":0,"text":"徐教授的讲座分别从小学阶段的学科核心素养、小学课程的变化趋势、为何主张单元教学、使用怎样的设计模板、怎样设计好每个模板等几个方面展开,详细阐述了未来的小学课程与教学的改革,解读了最新修订的《义务教育课程标准》。通过学习,对今后一段时间的教学,明确了努力的方向。
","type":1},{"audio_music_id":0,"img_height":600,"img_size":418,"img_url":"https://ss-mpvolc.meipian.me/users/56722111/07e6621a77704dcadd1c5534dfc9730f__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTY3MjIxMTEvMDdlNjYyMWE3NzcwNGRjYWRkMWM1NTM0ZGZjOTczMGZfX2pwZy5oZWlj/nickname/5Lit5qW85bCP5a2mIOiBguWLhw==/userid/NTY3MjIxMTE=/sign/15f13e37946de605bd686dd3cad5eea5"},{"audio_music_id":0,"source":0,"text":"徐教授首先简意赅地阐述了老师们早有所闻的中国学生发展核心素养和学科核心素养,阐明后者是前者具体化的关系,后者要显性地实到课堂中去。强调了单课教学转变为单元教学的重要性。
","type":1},{"audio_music_id":0,"img_height":600,"img_size":674,"img_url":"https://ss-mpvolc.meipian.me/users/56722111/da5c410a73ea032df5b965a9c150bd38__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTY3MjIxMTEvZGE1YzQxMGE3M2VhMDMyZGY1Yjk2NWE5YzE1MGJkMzhfX2pwZy5oZWlj/nickname/5Lit5qW85bCP5a2mIOiBguWLhw==/userid/NTY3MjIxMTE=/sign/15f13e37946de605bd686dd3cad5eea5"},{"audio_music_id":0,"source":0,"text":"首先解决单元整体教学设计,徐教师给出了四个“整出”即:整出”一个统领之神”,整出“一组单元目标”,整出“一项核心任务”,整出“一条教学序列”,明确了大概念、教学目标、核心任务、教学评价的重要性。从中知道了什么是核心素养,即:正确的价值观、必备的品质以及关键能力;我们的教学要从知识教学升华到知识育人,落实立德树人。要建立教-学-评一致性三因素理论模型。提出单元整体教学“形散而神不散”的主旨。
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","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"心得体会","type":6},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":6,"text":"杨兴凯","type":6},{"audio_music_id":0,"source":0,"text":"教学设计首先要陈述好目标,把目标写规范。目标主语必须是学生,不要写通过什么活动,通过什么手段和方法……这样的表述。教学目标设计要恰当,如二年级语文朗读教学目标设计正确流利、有感情的朗读课文就不太合适。应该改为读准字音,在朗读过程中不添字,不漏字。没有明确的目标,就没有高效的教学。目标要可达成,可观察,可评价,否则教学就像脚踩着西瓜皮一样,滑到哪里算哪里。
","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":6,"text":"任聪","type":6},{"audio_music_id":0,"source":0,"text":"通过今天的学习让我认识到核心素养远比知识与技能的内涵更加丰富,它是知识、技能、态度、价值观包括情绪等等的集合体。核心素养不是单一的表达,是比知识目标、情感目标、过程方法目标更上位的表达,它更加指向的是在情境中完成某一项式的综合能力,是能够完成什么事情的综合性描述。做好单元整体备课,也是上好课的关键所在,教育的发展让我们不断的学习,对此做好单元整体备课也是今后的努力的方向,假期里多参与培训学习,就能保证在课堂上好每一堂课。
","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":6,"text":"尉莎莎","type":6},{"audio_music_id":0,"source":0,"text":"通过学习我知道了教育课程改革在实际应用中的目标:改变课程过于注重知识传授的影响,形成积极主动的学习态度,使获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程。改变课程结构缺乏整合的现状,使课程结构具有均衡性、综合性和选择性。改变课程内容繁、难、偏、旧和偏重书本知识的现状,加强课程内容与学生生活以及现代社会科技发展的联系,关注学生学习爱好和经验,精选终身学习必备的基础知识和技能。新课程构建了一个符合素质教育的要求,具有普及性、基础性和发展性的课程体系,这为教学设计提供了一个很好的平台。新课程的教学设计要以进步全国民族素质为目标,面向全体学生,促进每位学生在原有的基础上得到最大限度的发展。面向全体学生的实质是面向每一个有差异的学生“个体”。因此,在教学中,教师要把基本要求同特殊要求结合起来,把着眼全体同因材施教结合起来。
","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":6,"text":"聂勇","type":6},{"audio_music_id":0,"source":0,"text":"用高阶的任务来整合的低阶的任务,这样就会有比较好的教学效果。学生综合运用所学内容,不仅仅是学这个单元的知识和技能,还有这个单元背后的思想、思维、情感、态度、价值观综合起来,学了这个单元,内容思想有没有提升,态度有没有改变,知识有没有更新,综合去完成这么一件事,而不仅仅是知识。整个核心任务,不是要到最后才能完成这个事情,它是贯穿于整个教学过程之中的。
新单元展开时设置的核心任务,如果开头就能解决的话,那么整个单元的价值和作用就不能发挥了,所以一定要有挑战性,要让学生们跳一跳能够把桃子摘掉。把核心任务分为几个子任务。要把这个核心都拿下,学生肯定是要把这个单元的所有内容学完,那么所有内容学完的过程当中,完成了子任务一、子任务二,子任务三,于是就紧紧地聚焦核心任务,这样做到两不误。
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","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"心得体会","type":6},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":6,"text":"杨兴凯","type":6},{"audio_music_id":0,"source":0,"text":"教学设计首先要陈述好目标,把目标写规范。目标主语必须是学生,不要写通过什么活动,通过什么手段和方法……这样的表述。教学目标设计要恰当,如二年级语文朗读教学目标设计正确流利、有感情的朗读课文就不太合适。应该改为读准字音,在朗读过程中不添字,不漏字。没有明确的目标,就没有高效的教学。目标要可达成,可观察,可评价,否则教学就像脚踩着西瓜皮一样,滑到哪里算哪里。
","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":6,"text":"任聪","type":6},{"audio_music_id":0,"source":0,"text":"通过今天的学习让我认识到核心素养远比知识与技能的内涵更加丰富,它是知识、技能、态度、价值观包括情绪等等的集合体。核心素养不是单一的表达,是比知识目标、情感目标、过程方法目标更上位的表达,它更加指向的是在情境中完成某一项式的综合能力,是能够完成什么事情的综合性描述。做好单元整体备课,也是上好课的关键所在,教育的发展让我们不断的学习,对此做好单元整体备课也是今后的努力的方向,假期里多参与培训学习,就能保证在课堂上好每一堂课。
","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":6,"text":"尉莎莎","type":6},{"audio_music_id":0,"source":0,"text":"通过学习我知道了教育课程改革在实际应用中的目标:改变课程过于注重知识传授的影响,形成积极主动的学习态度,使获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程。改变课程结构缺乏整合的现状,使课程结构具有均衡性、综合性和选择性。改变课程内容繁、难、偏、旧和偏重书本知识的现状,加强课程内容与学生生活以及现代社会科技发展的联系,关注学生学习爱好和经验,精选终身学习必备的基础知识和技能。新课程构建了一个符合素质教育的要求,具有普及性、基础性和发展性的课程体系,这为教学设计提供了一个很好的平台。新课程的教学设计要以进步全国民族素质为目标,面向全体学生,促进每位学生在原有的基础上得到最大限度的发展。面向全体学生的实质是面向每一个有差异的学生“个体”。因此,在教学中,教师要把基本要求同特殊要求结合起来,把着眼全体同因材施教结合起来。
","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":6,"text":"聂勇","type":6},{"audio_music_id":0,"source":0,"text":"用高阶的任务来整合的低阶的任务,这样就会有比较好的教学效果。学生综合运用所学内容,不仅仅是学这个单元的知识和技能,还有这个单元背后的思想、思维、情感、态度、价值观综合起来,学了这个单元,内容思想有没有提升,态度有没有改变,知识有没有更新,综合去完成这么一件事,而不仅仅是知识。整个核心任务,不是要到最后才能完成这个事情,它是贯穿于整个教学过程之中的。
新单元展开时设置的核心任务,如果开头就能解决的话,那么整个单元的价值和作用就不能发挥了,所以一定要有挑战性,要让学生们跳一跳能够把桃子摘掉。把核心任务分为几个子任务。要把这个核心都拿下,学生肯定是要把这个单元的所有内容学完,那么所有内容学完的过程当中,完成了子任务一、子任务二,子任务三,于是就紧紧地聚焦核心任务,这样做到两不误。
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