摘要
语文综合性学习有助于实现学科统整逻辑和经验统整逻辑的统一,义务教育统编语文教材和普通高中统编语文教材均高度重视语文综合性学习设计。针对语文综合性学习实践中存在的问题,其设计需要遵循两种理路。一是“逻辑理路”,包括四个步骤:基于课程标准确定学习目标;围绕学习目标设计活动任务;依据活动任务开发评价工具;运用评价工具引领学习活动。二是“要素理路”,包括六个要素:情境、任务、过程、支架、评价、反思。
Comprehensive Chinese learning helps realize the unification of the logic of subject unity and the logic of empirical unity in Chinese subject,and embodies the design and arrangement characteristics of the unified Chinese textbooks for compulsory education and general senior high school.But at the level of curriculum operation,there are common problems.For example,teachers may be unwilling,afraid,or unable to organize comprehensive language learning.The curriculum design of comprehensive learning needs to pay attention to two kinds of approach.The first is the"logical approach",which consists of four steps:determining learning objectives based on curriculum standards,designing activities and tasks around learning objectives,developing assessment tools based on activities and tasks,and using assessment tools to lead learning activities.The second is the"elemental approach",which includes six elements:context,task,process,structure,evaluation,and reflection.
作者
申宣成
Shen Xuancheng(School of Humanities,Hangzhou Normal University,Hangzhou Zhejiang 311121,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2021年第5期67-73,共7页
Curriculum，Teaching Material and Method
基金
河南省教育科学规划重大招标项目“河南省基础教育课程改革问题研究”([2016]-JKGHZDZB-16)。
关键词
语文综合性学习
学科统整
课程设计
高中语文
统编教材
comprehensive Chinese learning
unification of Chinese subject
curriculum design
high school Chinese unified Chinese textbooks
