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秋日已至,学履不停。为引领教师快速了解、熟知新课标的变化,认真学习、正确领会国家课程方案和课程标准,将课程标准的教育理念和基本要求真正落实到课堂教学实践中,8月27日,市中区光明路小学组织全体教师观看了《义务教育课程方案和课程标准(2022年版)》系列解读与培训活动。旨在不断提高教师课堂教学效果和新课程实施水平。
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什么是核心素养?\"素养不只是知识与技能。它是在特定情境中,通过利用和调动心理社会资源(包括技能和态度),以满足复杂需要的能力。” 杨向东教授清晰明了地解释了核心素养的内涵。让我们认识到核心素养是一种能力。
郭华教授对2022年版义务教育课程标准总体进行了解读,主要从四个方面进行了介绍:一、课程标准及其意义;二、义务教育课程标准修订的基本追求;三、义务教育课程标准框架及其内在逻辑;四、义务教育课程标准的主要变化。同时,在与2011年版义务教育课程标准框架相比中发现:课程目标的核心素养表述;课程内容强调结构化,新增了“跨学科主题学习”;新增了“学业质量”;在“课程实施”部分新增了“教学研究与教师培训”这些变化。
其他几位教授也分别从新方案新课标的指导思想,新方案新课标的修订原则,新方案新课标的框架结构,新方案新课标的具体变化,素养导向的学业质量和考试评价等内容进行了深入详细地讲解和介绍。同时指出,“新课标”的课程内容标准,明确按照“内容要求”“学业要求”“教学提示”三个方面来展开和说明课程内容,真正做到做中学,用中学,创中学。
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践行新课标任重道远,我们将一如既往地勇于实践、改变和创新,将理念转化为实践,让知识转化为素养,愿我们的课堂都成为教授笔下的“以学定教、目标导向、任务驱动、评价落实、学生融入、成果分享、智慧涌动的美丽的新课堂”。
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图片: 杜嘉婕 马娟
初审:冯蕊
审核:方焕明
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郭华教授对2022年版义务教育课程标准总体进行了解读,主要从四个方面进行了介绍:一、课程标准及其意义;二、义务教育课程标准修订的基本追求;三、义务教育课程标准框架及其内在逻辑;四、义务教育课程标准的主要变化。同时,在与2011年版义务教育课程标准框架相比中发现:课程目标的核心素养表述;课程内容强调结构化,新增了“跨学科主题学习”;新增了“学业质量”;在“课程实施”部分新增了“教学研究与教师培训”这些变化。
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图片: 杜嘉婕 马娟
初审:冯蕊
审核:方焕明
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