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":2,"template":{},"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 2023-11-07","current_time":1744014088,"font_name":"","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"老师","score":0.240377},{"name":"学生","score":0.155261},{"name":"课堂","score":0.106803},{"name":"语言","score":0.099625},{"name":"学习","score":0.099606},{"name":"语文","score":0.080486},{"name":"分享","score":0.073085},{"name":"教学","score":0.071805},{"name":"古诗","score":0.071255},{"name":"单元","score":0.066433}],"music_name":"","origin_status":0,"password_v2":"","font_id":0,"title_style":"","rich_text_title":"","enable_download":1,"cover_thumb":"https://ss-mpvolc.meipian.me/users/76556487/31a5c430-0a76-11ee-aaf0-af83fad6e2ca__jpg.heic","has_video":false,"gift_switch":1,"enable_watermark":2,"content":{"article_id":375645426,"content":[{"audio_del":0,"ext":{"unique_id":"4807c006d95c3834a450a2c3e8b411d8"},"img_del":0,"img_height":1384,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/31a5c430-0a76-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":2000,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"2b02bb8921c52285a38d64e502da2437"},"img_del":0,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":"
“问渠那得清如许,为有源头活水来”是持续的学习和研讨。今日语文组教师齐聚一堂,共同分享外出学习老师的所思所感,不断有效输入、整理,力求在未来的课堂上高品质高质量地输出。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"974a5a38ffdc5490639403bfa8d0d653"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/dcdbb5f0-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"f42f2638b0db90350240171884996a9b"},"img_del":0,"img_height":782,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/0dd936f0-0a98-11ee-aaf0-af83fad6e2ca__png.heic","img_width":1430,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" “登高方知天高远,临潮倍觉海无边”。李忠儒老师分享第一节课是王娟老师执教的《红楼春趣》。谈及王老师站在一个新课标导航人的角度,把关于新课标整本书阅读任务群的思考设计浓缩在这节课中,对老师们很有启发指导性。
李忠儒老师还谈到整本书阅读从一个故事情节的阅读与鉴赏、表达与交流开始,从书中一个人物形象的探究开始。确定好目标任务群,恰当地创设情境,引导学生自己去阅读,去体验。让阅读的过程成为学习与成长的过程,文火慢熬,细雨微润,用课堂的四十分钟撬起课外无数个窗前月下与美好心灵对话。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"38e64b1282116238c35850e3e9b544ed"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/caa36770-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"8375bbabe947ad56f3ddb494b64c8964"},"img_del":0,"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/d1cff3b0-0a97-11ee-aaf0-af83fad6e2ca__png.heic","img_width":1424,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 接着是兰蔚老师的分享,她谈到特级教师王桢老师执教的《方帽子店》练型课堂是五型课堂的关键要素。素养导向的课堂应以关键能力训练为主线,强调学生在做中学、做中感悟。整个课堂着眼语文核心素养,牢牢把握单元训练要素,巧搭学习支架,训练有方向、有层次、有实效,给我们做出了很好的示范。 兰老师还从把握单元要素,训练有方向;搭建学习支架,训练有层次;着眼核心素养,训练有实效三个方面深入探究王桢老师的教学巧思。学习王老师在教学中以关键能力训练为主线,将训练作为教学行进的主要路径,让“训练型课堂”这一理念在我们的语文教学中落地、生根,焕发生机。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"5ba530033e8617e48c9f9ebb6e41e6e5"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/6b524fc0-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"b9a3a29d45c13dc653f419fb42974ab3"},"img_del":0,"img_height":788,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/810ff470-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1404,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" “诗歌就是把心走过的路用语言说出来”。 陈习敏老师和大家分享了宋晨芳老师执教的二年级下册的一首古诗——《晓出净慈寺送林子方》。陈老师提及从宋老师试教开始,就一直跟着听这节课打磨和最后的展示,每听一次都会为宋老师精妙的教学设计而惊叹,也会被宋老师优雅从容的教姿教态所折服。
陈老师清晰为大家剖析了这堂优美的古诗课,根据新课标的理念、教科书的编排特点和学生的学情现状,确立了“古诗之美”这一主题。以古诗本身为基础,设计了3个学习任务,串联成本节课的学习任务群。首先,拓展了“荷花”相关的诗句和知识,引入一些学习资料,帮助学生解读诗题,为后面古诗的学习奠定了文化素养基础;其次,她将不同的“送别诗”进行组合诵读,既加深了学生对原本古诗情感态度的理解,又增强了学生的语文素材的积累;最后,以吟唱、诗配画和做书签的的方式让学生在浓浓的古诗之美的氛围中感受中华文化的魅力。
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","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"9aeecff9d964efef6c72787fd6e3edfd"},"img_del":0,"img_height":428,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/2dbb8c80-0a88-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":640,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"b04160830311a79ae8394d52f04e3036"},"img_del":0,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" “青山处处埋忠骨,何须马革裹尸还”。 盛小梦老师分享了卞艳老师带来的《青山处处埋忠骨》,从卞艳老师坚持以素养立意,以学定教,以教促学,以评导学进行探究。整个课堂,设计基于单元视角,紧扣单元目标,以“责任与担当”为人文主题,以落实本单元语文要素为任务驱动。恰当使用资料,用多元的方法帮助孩子体会人物内心,落实本课在单元中的教学价值。在老师引导学生交流的过程中,用相机的评价来指引学生,为学导向;激励学生,为学助力。让听课老师对课堂教学设计、学生自主导学评价等方面有了更多的思考。
盛老师从细节处分享卞老师坚持素养立意,坚持以教促学,坚持以学定教。树立“教——学——评”一体化意识,科学选择评价方式,合理使用评价工具,妥善运用评价语言,注重鼓励学生,激发学习积极性。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"9bf74f0f6a26ea5c03bf91d6d17d8041"},"img_del":0,"img_height":2436,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/599090d0-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1826,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"708dc9563ba3b3846e457453fef084ff"},"img_del":0,"img_height":788,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/5f989a40-0a97-11ee-aaf0-af83fad6e2ca__png.heic","img_width":1428,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":"
接着,王晓宇老师以李伟忠老师执教的《海底世界》为例,和大家分享李伟忠老师如何设计这节课的学习任务,以及他怎样搭建学习支架,在真实的课堂情境中去落实这些学习任务。
王老师在挑战性任务的认识,深度学习部分有独到的认识。了解清楚本单元的语文要素是:了解课文是从哪几个方面把事物写清楚的。注意第一个要点需要了解课文从几个方面来写的;第二个是从几个方面怎么把事物写清楚的。相比较而言,第一个是学生都能读懂的,从几个方面来写,海底世界写了海底的光线、声音、动物、植物、矿产。那么到底怎么写清楚的?李老师在这里处理十分清晰。遵循学生的认知规律。
设计挑战性任务要考虑课标和教材的要求。不能过分拔高。比如在海底世界这个文本中,作者在表达上有非常好的一个技巧,采用列举的方法,在列举的过程中又采用对举的方法。但仔细想想,这样的术语对于三年级的孩子来说,可能难了一点,所以李老师换了两个表达:选有代表性的事物,对着写。王老师发现这种说法更符合孩子的年龄特点,也更易于被孩子接受。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"df99a0fce47ca2c842ecf4d8c7ba6f28"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/f96ebba0-0a96-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 李亚雄老师的分享,让我们看到一节人美情真设计妙的课堂。从趣味开课读好课文,到理解文学创意表达,接着是感悟聪慧,背诵课文,最后是引入资源,升华主题,一气呵成,行云流水。
文中老师提问的细节处:杨氏子给你留下了怎样的印象?让学生立足文本,深入课本,帮助同学们很快抓到了这篇文章的一个非常重要的,也是贯穿了老师整节课的三个字——甚聪慧。老师的语言也符合文言文的这种韵味,跟学生的互动也使文言文的表达方式。以及深入浅出讲解何为夫子。最后回扣到了这篇文章的寓意,以及风趣幽默的,所以被归类到言语篇。真正回归语文语言本身。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"13194a1acbb7c58382e7fef0b444b96c"},"img_del":0,"img_height":2436,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/a3544620-0a98-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1826,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 刘玲彦老师同样分享这节课,感慨道不虚此行。因为《杨氏之子》是五下的一篇文言文,感受语言表达的艺术积累,精妙的语言运用学习,用得体的语言进行表达,授课老师一直都在围绕着这样子的一个单元要素去进行,让学生去体会语言表达的艺术,感受精妙的语言。并且也引导着学生一起去用这样精妙的语言去进行一些比较简单的交流。
刘老师深刻地感受到了一个特级老师的语言功底之深,设计之巧和语言之妙。无论是不同层次地读,指名学生具体的读,让大家试着去感受这些停顿,在层次错落的读当中落实语文课。读准节奏,读出韵味的同时,走向思辨。并且讲讲到了《世说新语》这一本书的一个很大文体特点。课堂上老师引导学生,就是要用这样文言的色彩去表达,可以看出来就是学以致用,整个表达韵味十足,同时理解语言之意,洞察语言之准,完备语言之趣,那么所以说学生学得很有趣味,同时也感受到了语言的智慧,发挥了语言的作用。所以这就充分的助力了学生在对语文课堂一种审美,创造,同时也增加了他们的文化自信,感受我们中国文言文无穷魅力。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"d865c73f4824b9b6ba5a92da0632d76e"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/9cd69780-0a98-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 最后,张老师总结发言。肯定第一团队的积极好学,第二个团队的深入剖析。建议老师们出去听课要思考教学设计背后的意图之外,一定要看学生,关注自己班上学生思维的广度和深度,以及语言表达能力。
鼓励老师们听完后能够自己复盘去找到这堂课的设计跟教学大纲,以及目前的课改方向的一个结合点,去真正领悟这个老师能够被推出来的原因。如果正好和自己所在的年级是相吻合的,建议用自己班上的学生做实验复查聆听成果,再次和优质课进行对比,明白自己得失,知改进。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"74c816df7ab6d72e3a45bc52b40179ca"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/ae2aeea0-0a98-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 路漫漫其修远兮,吾将上下而求索。语文教学任重道远,润物无声沁润心田。","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"e81fad36f0e90d89def1f864ba531353"},"img_del":0,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":"编辑:田蝶
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","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"974a5a38ffdc5490639403bfa8d0d653"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/dcdbb5f0-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"f42f2638b0db90350240171884996a9b"},"img_del":0,"img_height":782,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/0dd936f0-0a98-11ee-aaf0-af83fad6e2ca__png.heic","img_width":1430,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" “登高方知天高远,临潮倍觉海无边”。李忠儒老师分享第一节课是王娟老师执教的《红楼春趣》。谈及王老师站在一个新课标导航人的角度,把关于新课标整本书阅读任务群的思考设计浓缩在这节课中,对老师们很有启发指导性。
李忠儒老师还谈到整本书阅读从一个故事情节的阅读与鉴赏、表达与交流开始,从书中一个人物形象的探究开始。确定好目标任务群,恰当地创设情境,引导学生自己去阅读,去体验。让阅读的过程成为学习与成长的过程,文火慢熬,细雨微润,用课堂的四十分钟撬起课外无数个窗前月下与美好心灵对话。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"38e64b1282116238c35850e3e9b544ed"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/caa36770-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"8375bbabe947ad56f3ddb494b64c8964"},"img_del":0,"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/d1cff3b0-0a97-11ee-aaf0-af83fad6e2ca__png.heic","img_width":1424,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 接着是兰蔚老师的分享,她谈到特级教师王桢老师执教的《方帽子店》练型课堂是五型课堂的关键要素。素养导向的课堂应以关键能力训练为主线,强调学生在做中学、做中感悟。整个课堂着眼语文核心素养,牢牢把握单元训练要素,巧搭学习支架,训练有方向、有层次、有实效,给我们做出了很好的示范。 兰老师还从把握单元要素,训练有方向;搭建学习支架,训练有层次;着眼核心素养,训练有实效三个方面深入探究王桢老师的教学巧思。学习王老师在教学中以关键能力训练为主线,将训练作为教学行进的主要路径,让“训练型课堂”这一理念在我们的语文教学中落地、生根,焕发生机。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"5ba530033e8617e48c9f9ebb6e41e6e5"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/6b524fc0-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"b9a3a29d45c13dc653f419fb42974ab3"},"img_del":0,"img_height":788,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/810ff470-0a97-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1404,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" “诗歌就是把心走过的路用语言说出来”。 陈习敏老师和大家分享了宋晨芳老师执教的二年级下册的一首古诗——《晓出净慈寺送林子方》。陈老师提及从宋老师试教开始,就一直跟着听这节课打磨和最后的展示,每听一次都会为宋老师精妙的教学设计而惊叹,也会被宋老师优雅从容的教姿教态所折服。
陈老师清晰为大家剖析了这堂优美的古诗课,根据新课标的理念、教科书的编排特点和学生的学情现状,确立了“古诗之美”这一主题。以古诗本身为基础,设计了3个学习任务,串联成本节课的学习任务群。首先,拓展了“荷花”相关的诗句和知识,引入一些学习资料,帮助学生解读诗题,为后面古诗的学习奠定了文化素养基础;其次,她将不同的“送别诗”进行组合诵读,既加深了学生对原本古诗情感态度的理解,又增强了学生的语文素材的积累;最后,以吟唱、诗配画和做书签的的方式让学生在浓浓的古诗之美的氛围中感受中华文化的魅力。
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","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"9aeecff9d964efef6c72787fd6e3edfd"},"img_del":0,"img_height":428,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/2dbb8c80-0a88-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":640,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"b04160830311a79ae8394d52f04e3036"},"img_del":0,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" “青山处处埋忠骨,何须马革裹尸还”。 盛小梦老师分享了卞艳老师带来的《青山处处埋忠骨》,从卞艳老师坚持以素养立意,以学定教,以教促学,以评导学进行探究。整个课堂,设计基于单元视角,紧扣单元目标,以“责任与担当”为人文主题,以落实本单元语文要素为任务驱动。恰当使用资料,用多元的方法帮助孩子体会人物内心,落实本课在单元中的教学价值。在老师引导学生交流的过程中,用相机的评价来指引学生,为学导向;激励学生,为学助力。让听课老师对课堂教学设计、学生自主导学评价等方面有了更多的思考。
盛老师从细节处分享卞老师坚持素养立意,坚持以教促学,坚持以学定教。树立“教——学——评”一体化意识,科学选择评价方式,合理使用评价工具,妥善运用评价语言,注重鼓励学生,激发学习积极性。
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接着,王晓宇老师以李伟忠老师执教的《海底世界》为例,和大家分享李伟忠老师如何设计这节课的学习任务,以及他怎样搭建学习支架,在真实的课堂情境中去落实这些学习任务。
王老师在挑战性任务的认识,深度学习部分有独到的认识。了解清楚本单元的语文要素是:了解课文是从哪几个方面把事物写清楚的。注意第一个要点需要了解课文从几个方面来写的;第二个是从几个方面怎么把事物写清楚的。相比较而言,第一个是学生都能读懂的,从几个方面来写,海底世界写了海底的光线、声音、动物、植物、矿产。那么到底怎么写清楚的?李老师在这里处理十分清晰。遵循学生的认知规律。
设计挑战性任务要考虑课标和教材的要求。不能过分拔高。比如在海底世界这个文本中,作者在表达上有非常好的一个技巧,采用列举的方法,在列举的过程中又采用对举的方法。但仔细想想,这样的术语对于三年级的孩子来说,可能难了一点,所以李老师换了两个表达:选有代表性的事物,对着写。王老师发现这种说法更符合孩子的年龄特点,也更易于被孩子接受。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"df99a0fce47ca2c842ecf4d8c7ba6f28"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/f96ebba0-0a96-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 李亚雄老师的分享,让我们看到一节人美情真设计妙的课堂。从趣味开课读好课文,到理解文学创意表达,接着是感悟聪慧,背诵课文,最后是引入资源,升华主题,一气呵成,行云流水。
文中老师提问的细节处:杨氏子给你留下了怎样的印象?让学生立足文本,深入课本,帮助同学们很快抓到了这篇文章的一个非常重要的,也是贯穿了老师整节课的三个字——甚聪慧。老师的语言也符合文言文的这种韵味,跟学生的互动也使文言文的表达方式。以及深入浅出讲解何为夫子。最后回扣到了这篇文章的寓意,以及风趣幽默的,所以被归类到言语篇。真正回归语文语言本身。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"13194a1acbb7c58382e7fef0b444b96c"},"img_del":0,"img_height":2436,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/a3544620-0a98-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1826,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 刘玲彦老师同样分享这节课,感慨道不虚此行。因为《杨氏之子》是五下的一篇文言文,感受语言表达的艺术积累,精妙的语言运用学习,用得体的语言进行表达,授课老师一直都在围绕着这样子的一个单元要素去进行,让学生去体会语言表达的艺术,感受精妙的语言。并且也引导着学生一起去用这样精妙的语言去进行一些比较简单的交流。
刘老师深刻地感受到了一个特级老师的语言功底之深,设计之巧和语言之妙。无论是不同层次地读,指名学生具体的读,让大家试着去感受这些停顿,在层次错落的读当中落实语文课。读准节奏,读出韵味的同时,走向思辨。并且讲讲到了《世说新语》这一本书的一个很大文体特点。课堂上老师引导学生,就是要用这样文言的色彩去表达,可以看出来就是学以致用,整个表达韵味十足,同时理解语言之意,洞察语言之准,完备语言之趣,那么所以说学生学得很有趣味,同时也感受到了语言的智慧,发挥了语言的作用。所以这就充分的助力了学生在对语文课堂一种审美,创造,同时也增加了他们的文化自信,感受我们中国文言文无穷魅力。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"ext":{"unique_id":"d865c73f4824b9b6ba5a92da0632d76e"},"img_del":0,"img_height":1280,"img_url":"https://ss-mpvolc.meipian.me/users/76556487/9cd69780-0a98-11ee-aaf0-af83fad6e2ca__jpg.heic","img_width":1706,"location_del":0,"sell_del":0,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 最后,张老师总结发言。肯定第一团队的积极好学,第二个团队的深入剖析。建议老师们出去听课要思考教学设计背后的意图之外,一定要看学生,关注自己班上学生思维的广度和深度,以及语言表达能力。
鼓励老师们听完后能够自己复盘去找到这堂课的设计跟教学大纲,以及目前的课改方向的一个结合点,去真正领悟这个老师能够被推出来的原因。如果正好和自己所在的年级是相吻合的,建议用自己班上的学生做实验复查聆听成果,再次和优质课进行对比,明白自己得失,知改进。
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