admin “博观师说”：义教语文新课标的校本化实施路径探讨 | BMH Teachers Talk
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作者简介：
张春晖
BMH督导
（课程发展及质量评估）
◆ 曾任职二十一年省域语文教学研究员、学科负责人，多次担任省域学科初中学业水平考试审题组长
◆ 长期组织“国培计划”“省培计划”等各种国家级、省级各类型教研活动及培训项目，并担任首席培训专家
2022年4月21号，教育部颁布了《义务教育课程方案和课程标准（2022版）》，将在今年秋季新学期正式投入使用。2023秋季配套的改编教材也将投入使用。那么，为什么会在这个时期推出新课程标准，与2001年课程改革相比，与2011年版课标相比，都发生了哪些变化，有何新的进展，如何把握其中的“变“与“不变”，等等，面对这些疑问，老师们应该如何理解，如何去做，学校又将如何应对...
以语文学科教学为突破口，2022年6月，我校文科部门举行新一轮师培专题活动，教学督导张春晖教授结合自己长期进行教育理论研究及参与课程改革的经历，从个人角度为老师们做专题解读。
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在教学理念的要点把握方面，张教授强调，语文教师要立足语文课程核心素养，彰显“以文化人”的育人目标，创设真实而富有意义的学习情境，以凸显语文学习的综合性、实践性特点。在此基础上，张教授重点对教学实施给出如下几点建议：
关于学习任务群的教学建议。尝试大单元设计教学，以教材单元为设计单位，以活动任务为设计线索，以项目化学习为设计内容，参照单元主题和关键语文要素。过程中兼顾不同课型、不同知识传授与能力训练。研究教材的各个单元主要承担或者接近“学习任务群”之中的哪些“任务”，然后以这种“任务”来引领教学。教材的单元导语有本单元的人文主题和语文学习要点的提示，另外，每篇课文后面还有思考题，可以参照这些提示与思考题，集中转化为“学习任务”，不是一课一课地讲，不是文本为纲，不是一味讲求知识的系统和完备，不是把训练作为纯技巧的练习，而是在“任务驱动”下，让学生在一定情境之中带着一定的任务进行伙伴式的学习、探究式的学习，获得自己知识的建构。任务群的组织方式可以是主题、专题、议题、体裁、技能点、知识点等。
重视群文阅读，但不能忽视单篇教学。目前的单元教学都是以群文组元的设计，不能简单转化为“任务群”教学，更不能以“群文教学”取代单篇课文的教学。小学阶段的语文学习，要充分考虑教师的适应性、学生各学段的学习重点，学情始终是教学的思考核心。统编版语文教科书建议的经典篇目仍然是单篇教学的重点，有些课还是要老师多讲一点，要精讲，先要学生明白，然后才能开展活动。
学校不应强行规定老师讲什么、讲多少的比例，不应统一规制老师怎么教。“任务驱动”是“学习任务群”的教学方法，但不等于是唯一的方法，也不意味着全部教学一刀切，都要采取“任务驱动”方法。哪些单元或者哪些课文适合“任务驱动”，多一点时间放手让学生自主学习，或者多一些讨论；哪些单元哪些课还是老师的讲解为主，当然这种讲解也应当是启发式的，教学主动权、选择权应当交给老师。课型与知识类型还有进一步理清，在具体的实践活动中鼓励教师灵活运用不同的策略与方法。
着力开发文本的不同功能，同时仍要将文本细读作为语文老师的基本功。除此之外，要确立这样的共识：深求玩味要建立在熟读成诵的基础上，如果不能对最经典的东西熟读成诵，就难以构建新的认知结构，形成新经验。在常态教学中，要求学生最起码有熟读，课文没有熟读，就难以展开真正意义的文本解读。
关于整本书阅读。“整本书阅读”不要一味强调课程化。阅读的“规定动作”太多，不利于激趣。
跨学科主题学习考虑权重占比，10%左右，不宜加重学生负担，包括时间占用问题。
总结教学建议的核心是，教学重心要紧紧围绕四个核心素养目标的融合而展开，最终又归于目标的有效检测，所以要充分重视作业等主要的学业质量的反馈环节。本次新课标与以往不同，素养目标是整体，由总目标、学段目标（具体表现）、任务群内容（具体要求）、学业质量标准（终结性要求与考查要点）构成整个课程内容体系，所以要整体筹划，上位内容要做到校本过程中的学科细化，下位教学内容要聚焦、具体、可检测，实践路径要清晰。
Author：
Kelly Zhang
Deputy Head
(R&D and Quality Assurance)
◆ She has been a provincial teaching researcher and subject leader for 21 years and has served as a leader of the examination questions of Junior and High School level examination papers.
◆ She has been the chief training expert for training projects and has been employed by many provinces and cities for training and evaluation of textbooks and courses.
On April 21, 2022, the Ministry of Education promulgated the Compulsory Education Curriculum Plan and Curriculum Standards (2022 Version), which will be officially in effect in the coming term. The adapted textbooks for the fall of 2023 will also be put into use. Why is the new curriculum standard launched at this time, what has changed compared with the 2011 version of the curriculum standard since the 2001 curriculum reform, what new progress has been made, and how to discern the “constant” and the “variables”, I will try to explain these questions to help teachers and schools better interpret the Curriculum Standard and put into teaching practice.
Starting with Chinese teaching, in June 2022, our Chinese Teaching Department redesigned the professional development training programme. Deputy Head Professor Zhang combines her long-term educational theoretical research and experience in curriculum reform to provide teachers with her interpretation of the Curriculum Standard.
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In terms of the main ideas of the teaching concept, Professor Zhang emphasised that Chinese teachers should focus on the core literacy of Chinese curriculum, demonstrate the educational goal of enhancing student’s literacy with education and culture, and create real and meaningful learning situations to highlight the comprehensiveness and practicality of Chinese learning. To this end, Professor Zhang has the following suggestions for teaching implementation:
Recommendations for grouping learning tasks: Teach in mega-unit with textbook structure as reference. Teaching content should be based on project-based learning and incorporate unit topic and key Chinese teaching points. At the same time, we take into account different lesson types, different knowledge and skill training. Teachers peruse the textbook to learn which tasks in the Learning Task Group are covered in the textbook unit, and then conduct task-oriented teaching. The unit introduction of the textbook contains tips on the humanistic themes and key points of Chinese learning in the unit. Besides, there are questions after each text. Teachers can refer to these introductions and questions to get the main idea of learning tasks, instead of teaching in the exact order of the textbook, one lesson after another. We should not focus on the text alone, nor the knowledge system in its entirety, and make the common mistake of honing skills instead of teaching knowledge. Instead, we should be task-driven, organise inquiry-based group learning with a specific task and situation so as to construct student’s own learning structure. Learning Task Groups can be organised by theme, column, topic, genre, skills, knowledge, etc.
Great importance should be attached to multi-article reading, while single-article teaching should not be neglected. Currently, unit teaching is based on the design of multi-article combination, which cannot be simply transformed into Task Group teaching, and the teaching of a single article should not be replaced by multi-article teaching. In Prep School, the adaptability of teachers and the learning focus of students in each stage should be fully considered in terms of Chinese learning. Learning situation is always the core of thinking in teaching. The classics recommended in the Chinese textbook of the unified edition are still the focus of single-article teaching. In some classes, teachers still need to talk a little bit more. Activities can only be carried out after students understand.
Schools should not stipulate what teachers teach and how much they teach, nor should they require how teachers teach. The task-driven method is the way of teaching Learning Task Group, but it is not the only method. It does not mean that all teaching is one-size-fits-all, nor does it mean that the task-driven method must be adopted. Teachers should decide which units or which texts can be taught using the task-driven method, in which the students will learn independently or have more discussions. Teachers should also decide which units or which texts should be mainly explained by the teacher. Of course, the explanation should be heuristic. Teaching initiative and choice should be given to teachers. The type of lessons and knowledge should be further clarified, and teachers should be encouraged to use different strategies and methods flexibly in specific activities.
Efforts should be made to develop different functions of texts, but careful reading of texts should be regarded as the basic skills of Chinese teachers. In addition, it is necessary to reach such a consensus: pondering should be based on familiarity and recitation. If students cannot recite the most classic texts, it will be difficult for them to build a new cognitive structure and form new experience. In normal teaching, students are required to be at least familiar with the texts. If they are not familiar with the texts, it will be difficult to interpret the texts.
About whole book reading: There should not be too many requirements on whole book reading. Too many requirements in reading are not conducive to stimulating interest.
Interdisciplinary thematic learning should account for about 10% so as not to increase the burden on students, not to occupy too much students’ time.
In summary, the core of teaching suggestions is that teaching should be focused on the integration of the four core literacy goals, and ultimately it is reflected in the attainment of goals. Therefore, full attention should be paid to the things that reflect the academic quality, such as homework. This new curriculum standard is different from the previous ones. The literacy goal is the whole. The whole curriculum content system is composed of the overall goal, the goal of each stage (specific performance), the content of task groups (specific requirements), and the academic quality standard (summative requirements and exam points). Therefore, it is necessary to plan as a whole; the upper-level content should be refined in the process of making teaching a school feature; the lower-level teaching content should be focused, specific and testable, and the implementation path should be clear.
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