工作就用美篇工作版","guide_search_desc":"海量模板范文,一键做同款 工作就用美篇工作版","img_beautify_switch":0,"ad_free":0,"text_direction":1,"template":{"id":9232,"series_id":24,"theme_id":24},"container":{},"redirect":{"redirect_type":1,"img_url":false,"link_url":"/wap/downloadpage/backpage","button_bg_color":false,"button_desc":false,"redirect_desc":false},"edit_date_str":"更新于 2022-12-07","current_time":1740456858,"font_name":"FZKTJW","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"素养","score":0.381142},{"name":"语文","score":0.211888},{"name":"新课标","score":0.197173},{"name":"核心","score":0.190934},{"name":"教学","score":0.178534},{"name":"语文课程","score":0.152614},{"name":"学习","score":0.147501},{"name":"老师","score":0.099443},{"name":"学生","score":0.098098},{"name":"家村","score":0.096474}],"music_name":"","origin_status":0,"password_v2":"","font_id":2,"title_style":"","rich_text_title":"","enable_download":1,"cover_thumb":"https://ss-mpvolc.meipian.me/users/185755527/b2af59bc88d6401c8809f952785affcd__png.heic","has_video":false,"gift_switch":1,"enable_watermark":2,"content":{"article_id":355962915,"content":[{"ext":{"unique_id":"ced22bf864ec82e4f35db84ab3cd4180"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"
问渠那得清如许,为有源头活水来。2022年版语文课程标准已出台,为跟上时代的步伐,准确把握教学方向,明确教学内容,提高教师专业素养,2022年12月2日钟家村小学教育集团谢守琴名师工作坊的成员们在坊主谢守琴的带领下进行了关于核心素养的新课标线上学习活动。
","type":1},{"ext":{"unique_id":"f7c724416d4d1ef561887432d336c886"},"img_height":630,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/b2af59bc88d6401c8809f952785affcd__png.heic","img_width":1326,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"c94ea9b10d84dbb3df26096b653fd0ba"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"专业解读明方向","type":6},{"ext":{"unique_id":"6d9869908a4e96c52778c7de476a3718"},"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/9ce0c23ae1f74f5782ac76e00fbcb42f__jpeg.heic","img_width":720,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"1d817e6bfbc9d8c68aac281742a189fd"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"工作坊坊主谢主任首先对新课标进行了全面解读,接着她强调说:
语文课程核心素养是一个整体。文化自信、语言运用、思维能力、审美创造四个方面有相对的独立性,又有高度的关联性。因为语文课程是一门学习语言文字运用的综合性、实践性课程,所以语言运用是基础,其他几方面都统一在语言运用中。文化自信排在语文核心素养的第一位,是立德树人在语文课程中的综合体现。思维能力是语文课程核心素养的关键。只有通过思,听和读才能被真正内化,说和写才能被真正外化。
六个学习任务群既是课程内容的一种建构方式,也必将成为未来语文课程的学习方式、教学方式、课堂变革方式。它与核心素养的关系是整合性呼应和联接关系,多维度网状联接关系。
我们要辩证地理解,用整体观念、系统观念来全面把握语文课程核心素养。
","type":1},{"ext":{"unique_id":"549994fae266de9f03c61ee2cbcef4db"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"畅所欲言共交流","type":6},{"ext":{"unique_id":"04de52ce37a2901e28ae3921b7252356"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"在谢主任细心、耐心以及专业的解读下,老师们的学习热情高涨,用心解读新课标的核心思想,感受新课标的变化,同时分享了各自学习的心得与体会。
","type":1},{"ext":{"unique_id":"ec1a05239ca768e608ff52f6ed7d6369"},"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/daee9a7e5e884a51b59571250202d0f9__jpeg.heic","img_width":870,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"4eb5fef4ff48b3e5eda914755c680637"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"钟家村寄宿学校的李珺老师说:
当我们一线老师对“核心素养”还处在一知半解或者迷迷糊糊的时候(那么多条,如果用反复读背,真的说不完整),“关键能力”又来了。
什么是关键能力?虽然课程只有3处,但不得不思考,因为这是关键能力。虽然“语文素养”没了,那属于语文学科范畴的“核心素养”是什么呢?这次课程标准还是非常明确地告诉我们,即从“文化自信、语言运用、思维能力、审美创造的综合体现”是语文学科核心素养的内涵。
","type":1},{"ext":{"unique_id":"22f668dda1bef2d3c0be0a17b9ccf575"},"img_height":2666,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/eba4b9be16b54f37baad158e37d85ced__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"219f3223f61337269aa5a6a3183d1d58"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"钟家村寄宿学校的张雪老师也分享了自己的体会:
“文化自信是指学生认同中华文化,对中华文化的生命力有坚定信心。通过语文学习,热爱国家通用语言文字,热爱中华文化,继承和弘扬中华优秀传统文化、革命文化、社会主义先进文化,关注和参与当代文化生活,初步了解和借鉴人类文明优秀成果,具有比较开阔的文化视野和一定的文化底蕴。”
立足语文核心素养发展的需求,以学生喜闻乐见的形式,引导学生在熟悉的生活情境中追溯汉字起源,感受字形、字义蕴含的文化内涵。在不同的任务中,围 绕“语文核心素养”进行构建,把汉字作为审美对象,通过在情境和实践中学习、发现、探究、梳理等加强语言运用能力的培养,学生的文化自信得到充分培养。
来自钟家村寄宿学校的李佳丽老师也分享了自己的学习体会:
围绕新课标中的“核心素养”展开对比,让老师们更深入理解了课标中核心素养的广义与语文课程中核心素养的关系。对于语文课程核心素养中的“文化自信”“语言运用”“思维能力”“审美创造”进行层层剥析,核心素养的四个方面是一个整体,语言运用是基础。围绕课程内容,紧抓“学习任务群”结合生活实际带领老师们进行解读,明白六个任务群之间螺旋式上升的关系。作为语文老师要善于思考,敢于从教材中“凿井”,引导学生从深井中取水。
","type":1},{"ext":{"unique_id":"4751cf585f04da21c6bb8344eb366a6f"},"img_height":2666,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/0b45cbf72f734b7384d9521e0e936d81__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"bc3c3d15c4e9e05aec69d73431818c11"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"钟家村小学的李严老师认为语文核心素养在课堂上应当帮助学生对于文中重点词、句、段,依靠文本,通过多种形式的反复诵读来培养学生良好的语感能力,发挥语文以理服人,以情动人的长处。语文教学的主阵地是课堂,提高学生语文素养的关键是课堂教学。因此,组织并促进学生自主学习、合作学习,调动学生的学习积极性,让学生成为课堂的主角,进而达到语文教学的最好效果,这是我们的追求。核心素养给了我们教师从事教学的许多“预设”,它同样需要我们因地制宜精彩的“生成”。
","type":1},{"ext":{"unique_id":"ff3c66e2ff6360809be422beb6fb29a5"},"img_height":2666,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/1503eaac61134ad8bff09688b4eeea54__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"306788ef29cf5bd0d71dd42be9e29821"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"钟家村寄宿学校的曾敏老师学习后,感受到以核心素养为纲的义务教育新课标对教学提出了新要求和新挑战,这种要求和挑战不是零星的局部的调整与改变,而是要在整体育人方式和人才培养体系上进行创新和改革。要把我们的教育从知识本位转向素养本位,在教学上就是要探寻把知识转化为素养的机制和原理,并根据核心素养形成的规律重建育人方式、开展教学活动,使教学过程真正成为核心素养形成的过程,这种以核心素养为指向的教学就是我们要建立的新型教学。
","type":1},{"ext":{"unique_id":"d37788dc8f5ddb0d1ad30fedde1cc473"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"温情鼓励促成长","type":6},{"ext":{"unique_id":"5ef0212b46e6fd1c937d45b6e5ac1bc7"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"活动的最后,谢主任进行总结,“双减”背景下,深度学习新修订的课程标准,准确把握学科教学的新方向与趋势,实现课堂转型与突破,抵达高质量育人目标,有着至关重要的作用。在这挑战与机遇并存的情况下,新课程标准要求教师不断学习、不断探索、转变教学观念,适应新时代教育教学发展的需求。语文老师们认真学习新课标,领悟新课标精神,树立先进的教学理念,为自己更好的教学实践作好了准备。
","type":1},{"ext":{"unique_id":"5d1dfb3094f69223323dc625079363d2"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"通过这次线上的学习,工作坊的成员们从整体上了解了课标核心素养的具体内容。让每位教师心中有课标,手中有教材,眼中有学生,在今后的教学中也能时刻牢记新课标的要求, 使语文教学有了新的理论依托,为今后的语文教学工作打下坚实的基础。
","type":1},{"ext":{"unique_id":"162ad1a1b9af78093dea6491a147cbd8"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"撰稿人:曾敏
审稿人:谢守琴 李珺
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","type":1},{"ext":{"unique_id":"f7c724416d4d1ef561887432d336c886"},"img_height":630,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/b2af59bc88d6401c8809f952785affcd__png.heic","img_width":1326,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"c94ea9b10d84dbb3df26096b653fd0ba"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"专业解读明方向","type":6},{"ext":{"unique_id":"6d9869908a4e96c52778c7de476a3718"},"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/9ce0c23ae1f74f5782ac76e00fbcb42f__jpeg.heic","img_width":720,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"1d817e6bfbc9d8c68aac281742a189fd"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"工作坊坊主谢主任首先对新课标进行了全面解读,接着她强调说:
语文课程核心素养是一个整体。文化自信、语言运用、思维能力、审美创造四个方面有相对的独立性,又有高度的关联性。因为语文课程是一门学习语言文字运用的综合性、实践性课程,所以语言运用是基础,其他几方面都统一在语言运用中。文化自信排在语文核心素养的第一位,是立德树人在语文课程中的综合体现。思维能力是语文课程核心素养的关键。只有通过思,听和读才能被真正内化,说和写才能被真正外化。
六个学习任务群既是课程内容的一种建构方式,也必将成为未来语文课程的学习方式、教学方式、课堂变革方式。它与核心素养的关系是整合性呼应和联接关系,多维度网状联接关系。
我们要辩证地理解,用整体观念、系统观念来全面把握语文课程核心素养。
","type":1},{"ext":{"unique_id":"549994fae266de9f03c61ee2cbcef4db"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"畅所欲言共交流","type":6},{"ext":{"unique_id":"04de52ce37a2901e28ae3921b7252356"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"在谢主任细心、耐心以及专业的解读下,老师们的学习热情高涨,用心解读新课标的核心思想,感受新课标的变化,同时分享了各自学习的心得与体会。
","type":1},{"ext":{"unique_id":"ec1a05239ca768e608ff52f6ed7d6369"},"img_height":1920,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/daee9a7e5e884a51b59571250202d0f9__jpeg.heic","img_width":870,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"4eb5fef4ff48b3e5eda914755c680637"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"钟家村寄宿学校的李珺老师说:
当我们一线老师对“核心素养”还处在一知半解或者迷迷糊糊的时候(那么多条,如果用反复读背,真的说不完整),“关键能力”又来了。
什么是关键能力?虽然课程只有3处,但不得不思考,因为这是关键能力。虽然“语文素养”没了,那属于语文学科范畴的“核心素养”是什么呢?这次课程标准还是非常明确地告诉我们,即从“文化自信、语言运用、思维能力、审美创造的综合体现”是语文学科核心素养的内涵。
","type":1},{"ext":{"unique_id":"22f668dda1bef2d3c0be0a17b9ccf575"},"img_height":2666,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/eba4b9be16b54f37baad158e37d85ced__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"219f3223f61337269aa5a6a3183d1d58"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"钟家村寄宿学校的张雪老师也分享了自己的体会:
“文化自信是指学生认同中华文化,对中华文化的生命力有坚定信心。通过语文学习,热爱国家通用语言文字,热爱中华文化,继承和弘扬中华优秀传统文化、革命文化、社会主义先进文化,关注和参与当代文化生活,初步了解和借鉴人类文明优秀成果,具有比较开阔的文化视野和一定的文化底蕴。”
立足语文核心素养发展的需求,以学生喜闻乐见的形式,引导学生在熟悉的生活情境中追溯汉字起源,感受字形、字义蕴含的文化内涵。在不同的任务中,围 绕“语文核心素养”进行构建,把汉字作为审美对象,通过在情境和实践中学习、发现、探究、梳理等加强语言运用能力的培养,学生的文化自信得到充分培养。
来自钟家村寄宿学校的李佳丽老师也分享了自己的学习体会:
围绕新课标中的“核心素养”展开对比,让老师们更深入理解了课标中核心素养的广义与语文课程中核心素养的关系。对于语文课程核心素养中的“文化自信”“语言运用”“思维能力”“审美创造”进行层层剥析,核心素养的四个方面是一个整体,语言运用是基础。围绕课程内容,紧抓“学习任务群”结合生活实际带领老师们进行解读,明白六个任务群之间螺旋式上升的关系。作为语文老师要善于思考,敢于从教材中“凿井”,引导学生从深井中取水。
","type":1},{"ext":{"unique_id":"4751cf585f04da21c6bb8344eb366a6f"},"img_height":2666,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/0b45cbf72f734b7384d9521e0e936d81__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"bc3c3d15c4e9e05aec69d73431818c11"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"钟家村小学的李严老师认为语文核心素养在课堂上应当帮助学生对于文中重点词、句、段,依靠文本,通过多种形式的反复诵读来培养学生良好的语感能力,发挥语文以理服人,以情动人的长处。语文教学的主阵地是课堂,提高学生语文素养的关键是课堂教学。因此,组织并促进学生自主学习、合作学习,调动学生的学习积极性,让学生成为课堂的主角,进而达到语文教学的最好效果,这是我们的追求。核心素养给了我们教师从事教学的许多“预设”,它同样需要我们因地制宜精彩的“生成”。
","type":1},{"ext":{"unique_id":"ff3c66e2ff6360809be422beb6fb29a5"},"img_height":2666,"img_url":"https://ss-mpvolc.meipian.me/users/185755527/1503eaac61134ad8bff09688b4eeea54__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"ext":{"unique_id":"306788ef29cf5bd0d71dd42be9e29821"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"钟家村寄宿学校的曾敏老师学习后,感受到以核心素养为纲的义务教育新课标对教学提出了新要求和新挑战,这种要求和挑战不是零星的局部的调整与改变,而是要在整体育人方式和人才培养体系上进行创新和改革。要把我们的教育从知识本位转向素养本位,在教学上就是要探寻把知识转化为素养的机制和原理,并根据核心素养形成的规律重建育人方式、开展教学活动,使教学过程真正成为核心素养形成的过程,这种以核心素养为指向的教学就是我们要建立的新型教学。
","type":1},{"ext":{"unique_id":"d37788dc8f5ddb0d1ad30fedde1cc473"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"温情鼓励促成长","type":6},{"ext":{"unique_id":"5ef0212b46e6fd1c937d45b6e5ac1bc7"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"活动的最后,谢主任进行总结,“双减”背景下,深度学习新修订的课程标准,准确把握学科教学的新方向与趋势,实现课堂转型与突破,抵达高质量育人目标,有着至关重要的作用。在这挑战与机遇并存的情况下,新课程标准要求教师不断学习、不断探索、转变教学观念,适应新时代教育教学发展的需求。语文老师们认真学习新课标,领悟新课标精神,树立先进的教学理念,为自己更好的教学实践作好了准备。
","type":1},{"ext":{"unique_id":"5d1dfb3094f69223323dc625079363d2"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"通过这次线上的学习,工作坊的成员们从整体上了解了课标核心素养的具体内容。让每位教师心中有课标,手中有教材,眼中有学生,在今后的教学中也能时刻牢记新课标的要求, 使语文教学有了新的理论依托,为今后的语文教学工作打下坚实的基础。
","type":1},{"ext":{"unique_id":"162ad1a1b9af78093dea6491a147cbd8"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"撰稿人:曾敏
审稿人:谢守琴 李珺
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