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这是一场充满文化力量的修行,语文教研,旨在用生命影响生命,用灵魂影响灵魂。面向人人,以素养育人,是我们永恒的主题。
","type":1},{"ext":{"unique_id":"aca0d97dd5d350337ddbe68de51f0a12"},"img_height":1296,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/d6bfcf79-f46b-49a4-b8cf-7bf21c67b5b0__jpg.heic","img_width":1280,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvZDZiZmNmNzktZjQ2Yi00OWE0LWI4Y2YtN2JmMjFjNjdiNWIwX19qcGcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"1ec257de63b94861f73c7f549500cdb9"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"为了追寻心中的那份教育热忱,提升语文教研的能力,准确把握教学方向,提高教师教学实践能力,加快教师专业成长步伐,2023年3月21日,丰县实验小学五年级全体语文教师参加了本部校区组织的集团校集体教研活动,一起研讨了五年级下册第六单元的“大单元教学设计”。
","type":1},{"ext":{"unique_id":"8715af7bc14691593be45454aa8743f1"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"拨云见日始得意,一树梅花一树春","type":6},{"ext":{"unique_id":"6f7504f16ed46c3a012c139b9d945b12"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"活动中,卢艳玲主任指导了老师们如何去开展大单元教学。首先大家要明确第六单元的教学内容。本单元以“思维”为主题,编排了《自相矛盾》《田忌赛马》《跳水》三篇课文,以及“神奇的探险故事”习作任务。本单元的阅读训练要素是“了解人物的思维过程,加深对课文内容的理解”,引导学生把握课文内容的基础上,进一步了解文中人物解决问题的思维过程,从而培养学生对文章的整体把握能力和根据实际情况思考问题、解决问题的意识,感受思维与行动的关系。在熟悉了教学内容后,卢主任带领老师们领略了大单元教学的魅力,以完美的教学设计启迪着每位老师,使老师们更加熟悉整个大单元教学流程。
","type":1},{"ext":{"unique_id":"975bc0c5b770cbd5f8e168595c25f67e"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/c3dcc68cab9a4f899afdb8f3d14e38fe__jpeg.heic","img_width":1500,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvYzNkY2M2OGNhYjlhNGY4OTlhZmRiOGYzZDE0ZTM4ZmVfX2pwZWcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"75053e5b04fd02a306f2ffc580fc1d98"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"千淘万遭虽辛苦,吹尽黄沙始到金","type":6},{"ext":{"unique_id":"3bbcc388235d1bb6e5649388dcd2793c"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"高山仰止,方知才疏,三人同行,觉左右为师。丰县实验小学各校区的五年级教师们十分珍惜这次聚首的机会,在活动中认真学习,各抒己见。
","type":1},{"ext":{"unique_id":"ca5687b20c99a4ab8b6d60621924d7a6"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"邵晴晴老师认为,在教学中,教师要努力为学生搭建输出性表达的活动,引导学生将自己阅读过程中对文本的理解、建构的意义外显出来。这种输出性表达可以促进学生更深入地理解内容、感受人物,是学生高阶思维的综合呈现。如《跳水》一课,要求学生说说:船长的办法好在哪儿?这是对人物所作所为的解释与评价。对学生来说,这样的综合性解释与评价是有一定的难度的,需要教师在教学时充分考虑与设计,创设表达的支架,促进学生语言能力、思维能力的提升。
","type":1},{"ext":{"unique_id":"35be9df81e2717adf6254b8b8db0fbb6"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"宗春玲老师提出,语言是思维的物化,思维是语言的内核。聚焦人物言行,品味人物语言和神情,是揣摩人物思维的重要方式。教师要引导学生透过文字描述,观察人物在故事中各个阶段的言行举止,将人物分散在不同阶段的思维活动有方向、有条理地通过整理加以聚合,从而明晰人物的思维过程。《田忌赛马》一课,最重要的人物是孙膑。全文写孙膑的六句话中,有四句是其语言描写。教学时,教师可以引导学生在朗读中体会对话,透过表面文字,观察想象人物说话时的神态、语气,分析人物思维活动。
","type":1},{"ext":{"unique_id":"99ae9328070b57890278334a6d731e03"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/581f70784f544a32a897a73754f85a5f__jpeg.heic","img_width":1500,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvNTgxZjcwNzg0ZjU0NGEzMmE4OTdhNzM3NTRmODVhNWZfX2pwZWcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"fd95e92a1bfb59d9c8fc9a2adae91912"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"朱凤娥老师提出,《自相矛盾》是一则大家耳熟能详的寓言故事,故事背后的启示才是精华所在。思辨阶段先引导从商人立场、路人角度去思考问题,学会多元分析,然后运用于实践,能发现生活中的矛盾现象,并指出矛盾。再理性规劝楚人,对楚人提出各种真诚的劝告,在这样的劝说中,学生自然也就理解了寓意。而这些深刻道理,完全是学生自己领悟到的,胜过教师讲解百倍。
","type":1},{"ext":{"unique_id":"00f23b4b3543f022184d1bd9dd05c2e8"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/81be82e7c23f456793044b7c5088ba28__jpeg.heic","img_width":1500,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvODFiZTgyZTdjMjNmNDU2NzkzMDQ0YjdjNTA4OGJhMjhfX2pwZWcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"2196aa93a348b0d0283c7ddf11104559"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"李晶老师对此篇课文也有补充,她认为《自相矛盾》是一则文言寓言,而寓言最大的文体特征就是将深刻的寓意隐藏在有趣的情节或人物形象之中。教师可以在故事情节的关键点,针对人物言行提出问题,引导学生在解决问题中,想象分析人物形象,了解人物思维。教学过程中,教师可以围绕楚人“卖什么-怎么卖-结果如何”这条事情发展的线索,引导学生聚焦楚人的言行表现,串连起“誉”“又誉”“弗能应也”等系列词句。理解这些词句,思考其背后人物的想法,是了解人物思维感受人物形象的关键。教学中,教师引导学生思考:根据楚人卖东西时的一系列语言动作,你认为他是个怎样的商人呢?以这个问题为主导,展开思辨讨论。
史春荣老师说,本单元围绕“金点子”这个中心设计,先让孩子写写自己生活中的小难题或小困惑,然后从课文中寻找解决问题的办法,真正为生活服务,解决自己遇到的问题。
","type":1},{"ext":{"unique_id":"962d17960b941b01051a2236a2796e28"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/97238bda16f6423ebd7a796c004e890b__jpeg.heic","img_width":1500,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvOTcyMzhiZGExNmY2NDIzZWJkN2E3OTZjMDA0ZTg5MGJfX2pwZWcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"f5615671442b6eb38b88dff3f989cd15"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"毛立媛老师认为,本单元聚焦“思维”,在学习三篇课文后,以“探究思维的密码”为主题,设计“思辨达人大PK”的情境创设,设计富有挑战性的学习任务,激发学生的好奇心、求知欲;然后以船长为突破口,带着学生聚焦文本,通过思维导图自主探究船长在危急情况下的思维,让人物思维过程可视化,为清楚表达船长思维过程搭建支架;最后借助习得的方法和学习单、小组合作,共同探究围观者、孙膑的思维过程,完成撰写“颁奖词”的任务。
","type":1},{"ext":{"unique_id":"b435a35acb69f2e97010c903977c5e83"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"不仅是本部教师的精彩发言,第一分校的老师也展开了积极的讨论。
李叔纹老师在会上说出了分析文本中人物言行及当时客观条件的重要性。因为人物的语言、行为是其思维的载体和外显,当时的客观条件是人物思考并采取行动的依据。落实本单元阅读训练要素,教师要重视指导学生找到课文中描写人物言行、描述客观条件的相关语句,重点分析这些关键语句,从中得出关键信息,将这些关键语句和信息作为推测人物思维过程的依据,再引导学生用自己的话讲清楚故事和人物的思考过程。如果学生能够用自己的话,参考文中关键语句,有理有据地讲出人物的思维过程,自然也就加深了对课文内容的理解。
卜淑藏老师从三个故事本身出发,谈到了古今中外古人的智慧。机智的思维,常常是人面对困境的灵感进发。它跨越了时空,古人的匠心令人赞叹,今人的智慧同样令人钦佩民族的故事口耳相传外国作家的奇妙经历同样令人起伏跌容。
马悦老师主要谈了训练学生在理解课文内容的基础上,用自己的话表述文本中人物思维过程。例如《自相矛盾》可以从那个楚国人夸耀自己的盾和矛的语句中,发现他的话前后抵触,从而推想围观者质问卖者时的思维过程。《田忌赛马》可以结合描述客观条件的语句(孙膑观察到的情况),推想孙膑的思维过程。《跳水》可以找出描写天气、人员等环境条件的语句,与描写当时处境的语句,推想船长的思维过程。推想必须合理,不得主观臆断;梳理信息必须完整,不能以偏概全。
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","type":1},{"ext":{"unique_id":"aca0d97dd5d350337ddbe68de51f0a12"},"img_height":1296,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/d6bfcf79-f46b-49a4-b8cf-7bf21c67b5b0__jpg.heic","img_width":1280,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvZDZiZmNmNzktZjQ2Yi00OWE0LWI4Y2YtN2JmMjFjNjdiNWIwX19qcGcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"1ec257de63b94861f73c7f549500cdb9"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"为了追寻心中的那份教育热忱,提升语文教研的能力,准确把握教学方向,提高教师教学实践能力,加快教师专业成长步伐,2023年3月21日,丰县实验小学五年级全体语文教师参加了本部校区组织的集团校集体教研活动,一起研讨了五年级下册第六单元的“大单元教学设计”。
","type":1},{"ext":{"unique_id":"8715af7bc14691593be45454aa8743f1"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"拨云见日始得意,一树梅花一树春","type":6},{"ext":{"unique_id":"6f7504f16ed46c3a012c139b9d945b12"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"活动中,卢艳玲主任指导了老师们如何去开展大单元教学。首先大家要明确第六单元的教学内容。本单元以“思维”为主题,编排了《自相矛盾》《田忌赛马》《跳水》三篇课文,以及“神奇的探险故事”习作任务。本单元的阅读训练要素是“了解人物的思维过程,加深对课文内容的理解”,引导学生把握课文内容的基础上,进一步了解文中人物解决问题的思维过程,从而培养学生对文章的整体把握能力和根据实际情况思考问题、解决问题的意识,感受思维与行动的关系。在熟悉了教学内容后,卢主任带领老师们领略了大单元教学的魅力,以完美的教学设计启迪着每位老师,使老师们更加熟悉整个大单元教学流程。
","type":1},{"ext":{"unique_id":"975bc0c5b770cbd5f8e168595c25f67e"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/c3dcc68cab9a4f899afdb8f3d14e38fe__jpeg.heic","img_width":1500,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvYzNkY2M2OGNhYjlhNGY4OTlhZmRiOGYzZDE0ZTM4ZmVfX2pwZWcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"75053e5b04fd02a306f2ffc580fc1d98"},"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"千淘万遭虽辛苦,吹尽黄沙始到金","type":6},{"ext":{"unique_id":"3bbcc388235d1bb6e5649388dcd2793c"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"高山仰止,方知才疏,三人同行,觉左右为师。丰县实验小学各校区的五年级教师们十分珍惜这次聚首的机会,在活动中认真学习,各抒己见。
","type":1},{"ext":{"unique_id":"ca5687b20c99a4ab8b6d60621924d7a6"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"邵晴晴老师认为,在教学中,教师要努力为学生搭建输出性表达的活动,引导学生将自己阅读过程中对文本的理解、建构的意义外显出来。这种输出性表达可以促进学生更深入地理解内容、感受人物,是学生高阶思维的综合呈现。如《跳水》一课,要求学生说说:船长的办法好在哪儿?这是对人物所作所为的解释与评价。对学生来说,这样的综合性解释与评价是有一定的难度的,需要教师在教学时充分考虑与设计,创设表达的支架,促进学生语言能力、思维能力的提升。
","type":1},{"ext":{"unique_id":"35be9df81e2717adf6254b8b8db0fbb6"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"宗春玲老师提出,语言是思维的物化,思维是语言的内核。聚焦人物言行,品味人物语言和神情,是揣摩人物思维的重要方式。教师要引导学生透过文字描述,观察人物在故事中各个阶段的言行举止,将人物分散在不同阶段的思维活动有方向、有条理地通过整理加以聚合,从而明晰人物的思维过程。《田忌赛马》一课,最重要的人物是孙膑。全文写孙膑的六句话中,有四句是其语言描写。教学时,教师可以引导学生在朗读中体会对话,透过表面文字,观察想象人物说话时的神态、语气,分析人物思维活动。
","type":1},{"ext":{"unique_id":"99ae9328070b57890278334a6d731e03"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/581f70784f544a32a897a73754f85a5f__jpeg.heic","img_width":1500,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvNTgxZjcwNzg0ZjU0NGEzMmE4OTdhNzM3NTRmODVhNWZfX2pwZWcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"fd95e92a1bfb59d9c8fc9a2adae91912"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"朱凤娥老师提出,《自相矛盾》是一则大家耳熟能详的寓言故事,故事背后的启示才是精华所在。思辨阶段先引导从商人立场、路人角度去思考问题,学会多元分析,然后运用于实践,能发现生活中的矛盾现象,并指出矛盾。再理性规劝楚人,对楚人提出各种真诚的劝告,在这样的劝说中,学生自然也就理解了寓意。而这些深刻道理,完全是学生自己领悟到的,胜过教师讲解百倍。
","type":1},{"ext":{"unique_id":"00f23b4b3543f022184d1bd9dd05c2e8"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/81be82e7c23f456793044b7c5088ba28__jpeg.heic","img_width":1500,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvODFiZTgyZTdjMjNmNDU2NzkzMDQ0YjdjNTA4OGJhMjhfX2pwZWcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"2196aa93a348b0d0283c7ddf11104559"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"李晶老师对此篇课文也有补充,她认为《自相矛盾》是一则文言寓言,而寓言最大的文体特征就是将深刻的寓意隐藏在有趣的情节或人物形象之中。教师可以在故事情节的关键点,针对人物言行提出问题,引导学生在解决问题中,想象分析人物形象,了解人物思维。教学过程中,教师可以围绕楚人“卖什么-怎么卖-结果如何”这条事情发展的线索,引导学生聚焦楚人的言行表现,串连起“誉”“又誉”“弗能应也”等系列词句。理解这些词句,思考其背后人物的想法,是了解人物思维感受人物形象的关键。教学中,教师引导学生思考:根据楚人卖东西时的一系列语言动作,你认为他是个怎样的商人呢?以这个问题为主导,展开思辨讨论。
史春荣老师说,本单元围绕“金点子”这个中心设计,先让孩子写写自己生活中的小难题或小困惑,然后从课文中寻找解决问题的办法,真正为生活服务,解决自己遇到的问题。
","type":1},{"ext":{"unique_id":"962d17960b941b01051a2236a2796e28"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/85338233/97238bda16f6423ebd7a796c004e890b__jpeg.heic","img_width":1500,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvODUzMzgyMzMvOTcyMzhiZGExNmY2NDIzZWJkN2E3OTZjMDA0ZTg5MGJfX2pwZWcuaGVpYw==/nickname/5YyX5bK45Yid5riF/userid/ODUzMzgyMzM=/sign/bf18f49caf6f93639f78dc7164892eed"},{"ext":{"unique_id":"f5615671442b6eb38b88dff3f989cd15"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"毛立媛老师认为,本单元聚焦“思维”,在学习三篇课文后,以“探究思维的密码”为主题,设计“思辨达人大PK”的情境创设,设计富有挑战性的学习任务,激发学生的好奇心、求知欲;然后以船长为突破口,带着学生聚焦文本,通过思维导图自主探究船长在危急情况下的思维,让人物思维过程可视化,为清楚表达船长思维过程搭建支架;最后借助习得的方法和学习单、小组合作,共同探究围观者、孙膑的思维过程,完成撰写“颁奖词”的任务。
","type":1},{"ext":{"unique_id":"b435a35acb69f2e97010c903977c5e83"},"source":0,"source_platform":"local","splicing_template_id":0,"text":"不仅是本部教师的精彩发言,第一分校的老师也展开了积极的讨论。
李叔纹老师在会上说出了分析文本中人物言行及当时客观条件的重要性。因为人物的语言、行为是其思维的载体和外显,当时的客观条件是人物思考并采取行动的依据。落实本单元阅读训练要素,教师要重视指导学生找到课文中描写人物言行、描述客观条件的相关语句,重点分析这些关键语句,从中得出关键信息,将这些关键语句和信息作为推测人物思维过程的依据,再引导学生用自己的话讲清楚故事和人物的思考过程。如果学生能够用自己的话,参考文中关键语句,有理有据地讲出人物的思维过程,自然也就加深了对课文内容的理解。
卜淑藏老师从三个故事本身出发,谈到了古今中外古人的智慧。机智的思维,常常是人面对困境的灵感进发。它跨越了时空,古人的匠心令人赞叹,今人的智慧同样令人钦佩民族的故事口耳相传外国作家的奇妙经历同样令人起伏跌容。
马悦老师主要谈了训练学生在理解课文内容的基础上,用自己的话表述文本中人物思维过程。例如《自相矛盾》可以从那个楚国人夸耀自己的盾和矛的语句中,发现他的话前后抵触,从而推想围观者质问卖者时的思维过程。《田忌赛马》可以结合描述客观条件的语句(孙膑观察到的情况),推想孙膑的思维过程。《跳水》可以找出描写天气、人员等环境条件的语句,与描写当时处境的语句,推想船长的思维过程。推想必须合理,不得主观臆断;梳理信息必须完整,不能以偏概全。
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