【PBL华美国际化课程】什么是语文项目化学习的”语文味“?
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语文学科的“语文味”并不完全等同于语文学科项目的“语文味”。
作为母语的语文学科核心素养确定了语文学科项目与其他学科项目的目标导向的不同:文化自信、语言运用、思维能力和审美创造。
基于这样的认知,在实施语文学科项目时,首先要注重在真实的语言学习中习得语言,获得语言感知力和表达力。母语学科项目是在有意义的情境中学习真实的语言,那些只在语文课上用到的,在真实的世界中几乎找不到可用之处的能力不是母语学科项目的重点。
其次,在整体性的富有文学审美趣味的语言学习体验中,提升文学鉴赏力和语言创造力。母语学科项目是整体性的语言学习,要对零散、孤立的语言技能进行整合和提炼,避免技能和知识点的琐碎化。
最后,在研究性、批评性阅读与写作中,提升思维的批判性和独创性,获得文化理解力。母语学科项目要渗透批判性、研究性阅读与写作,更关注如何运用语言进行批判性思考和探究。
综上所述,语文学科项目旨在通过在真实情境中学习语言、提升文学审美趣味以及培养批判性思维等多种方式来强化学生的母语核心素养。这些元素共同构成了一个具有深度和广度的学习领域,使学生们能够在享受语文学科的乐趣的同时不断提高自身的综合素质。因此,我们应当充分认识到语文学科与语文学科项目之间的区别,并将这一认识融入我们的教学实践中去,从而更好地实现教学目标。
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The "Chinese flavor" in the Chinese language subject is not entirely equivalent to the "Chinese flavor" in project-based learning in the Chinese language subject.
As the core competency of the mother tongue language subject, the "Chinese flavor" establishes the distinctive goal orientation of language projects compared to projects in other subjects: cultural confidence, language proficiency, cognitive abilities, and aesthetic creativity.
Based on this understanding, when implementing projects in the Chinese language subject, it is crucial to first focus on acquiring language through authentic language learning, gaining language perception, and expression abilities. Mother tongue subject projects involve learning real language in meaningful contexts, and abilities that are only used in Chinese language classes and have little practical application in the real world are not the main focus of mother tongue subject projects.
Next, within a comprehensive and literature-rich language learning experience, enhance literary appreciation and language creativity. Mother tongue subject projects involve holistic language learning, requiring the integration and refinement of scattered and isolated language skills, avoiding the fragmentation of skills and knowledge points.
Lastly, in research-oriented and critical reading and writing, enhance critical and creative thinking, and gain cultural understanding. Mother tongue subject projects should permeate critical and research-based reading and writing, focusing more on how to use language for critical thinking and exploration.
In summary, Chinese language subject projects aim to strengthen students' core literacy in their mother tongue through various means, such as learning language in authentic contexts, enhancing literary aesthetic interests, and cultivating critical thinking. These elements together form a learning field with depth and breadth, enabling students to continuously improve their overall quality while enjoying the pleasure of studying the Chinese language subject. Therefore, we should fully understand the difference between the Chinese language subject and Chinese language subject projects, and incorporate this understanding into our teaching practices to better achieve teaching goals.
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