Slogan of the concept of aesthetic education master studio

On February 22nd, 65438, with ardent expectations on how to establish and implement the value point of unit teaching, the workshop of Xu Wenjuan-Wang Yalan's famous teacher studio in Chengdu High-tech Zone was successfully held in Dayuan School, where ginkgo is flying. Chinese teachers embarked on a seminar tour to discuss Chinese teaching together. The theme of this seminar is: the establishment and implementation of the teaching value of units and essays. The seminar was held online and offline at the same time, and all the members of Xu Wenjuan-Wang Yalan's famous teacher studio attended the seminar online. During the activity, the teachers listened carefully, made a profound summary and reflection after the activity, and discussed and exchanged the learning experience and gains of "large unit teaching".

Train your mind.

@ Xu Wenjuan: The unit is the cell of the course and a complete learning story. Among the six types of unit integration teaching, integration and integration course is the only way for students to accumulate cognition, solve problems and cultivate innovative ability, and it is also an effective way for teaching to move from knowledge-based to literacy-based.

@ Tang Ling: There are two types of reading classes: text analysis class and evaluation and appreciation class. Text analysis course is to take students to read the text; Evaluation and appreciation class is a form of evaluating themes and appreciating art. Every Chinese lesson should have clear teaching value, and Chinese teachers should try to avoid repetition.

@ Liu Ling-University of Science and Technology Experiment: Starting from the top-level design of the curriculum standard, looking forward to the future, setting the goals of specific study sections, overall design, relevant units and essays, making essays play a role in the whole, focusing on subject knowledge and ability in combination with learning conditions, reading articles, learning to appreciate and evaluate, and conducting thinking training in quality thinking activities to acquire Chinese literacy.

@ Wang Yalan: Pay attention to the curriculum orientation of the unit. Under the concept of unit overall design, based on the characteristics of the text, we should establish the course type, move from unit value point to single value point, implement unit connection point, take intensive speaking and integration as important research points of Chinese teaching, focus on it, and study the text deeply, so that students can learn something and teachers can develop professionally.

@ Yi Jingyuan: Unit integrated learning coincides with the "four-ring deep interactive teaching" mode in our school. Unit integrated learning breaks the conventional teaching mode, integrates a unit's texts, teachers prepare lessons in depth before class, and refine the similarities of the unit's texts. Students learn deeply in class, from simple learning of texts to accumulation of knowledge points, and then to the formation of a Chinese knowledge system, which is helpful to improve Chinese literacy.

@ Han Jinyi: Unit teaching is based on the content of teaching materials, integrates the relationship between articles, and focuses on subject knowledge. Help students form a systematic subject system, learn knowledge and use methods, and finally internalize them into a learning quality. Teachers should pay attention to the depth and breadth of teaching materials, and establish links between articles to form unit teaching, and even try to establish links between units to form large unit teaching.

@ Zhang Tingting: From the abstract concept to the interpretation of teaching materials, the attention to the goal of unit introduction, and finally the teaching goal of the next class. It embodies the strict logic of Chinese. Single text analysis, unit evaluation and appreciation, re-evaluation of ideological value, and re-appreciation of artistic forms.

@ Lu: Whole-unit teaching allows Chinese teaching to see both trees and forests. Before the implementation, it is necessary to study the curriculum standards, deeply interpret the teaching materials, and write the overall design case of the unit from the perspective of academic situation. In practice, we should pay attention to the integration of intensive reading courses and implement the value of unit teaching with main problems. Unit observation, system design, whole teaching. In order to achieve better Chinese teaching!

@ jingjingjing: Whole-unit teaching can make "one lesson and one harvest" more specific. Coordinate the key points of several subordinate articles in each class as a whole, and disperse the learning method and teaching method into the articles, each with its own emphasis. The center of the classroom is prominent, and students learn things. Teachers can also objectively reflect and evaluate their own classrooms.

@ Tu Hui: If a single text is scattered on a map, the whole unit is more like a map. Based on the curriculum standards, the teaching materials are deeply interpreted, the appropriate unit objectives are determined, and the overall teaching design of the unit is carried out. In this way, teachers and students will have traces to follow in teaching and learning and will not get lost. Teachers have a map in mind and plan the route well, so the path of Chinese learning will become clearer.

@ Jiao Hong: In unit teaching, we should choose teaching content and situational materials that are conducive to cultivating core literacy according to curriculum standards and textbooks, and be specific, intuitive, intervenible and evaluable in teaching objectives, teaching links and learning evaluation. Unit teaching is a reform from knowledge point to integration. As a front-line teacher, what needs to be implemented is to sort out the knowledge points of each unit, the humanities points that can be connected with each other, and the review points that can be put together.

@ Xia Yuyan: The whole unit teaching should be based on the overall situation, and each unit should be arranged as a whole. Establish the core objectives of the unit around the curriculum standards and unit introduction, make bold choices according to the characteristics of the text, and each article has its own emphasis, so as to avoid the time-consuming and laborious teaching on average and achieve one lesson and one question.

@ Dai Gaomi: The unit goals in the textbook reference are mostly * * * guiding goals. We need to internalize our classroom objectives in the process of preparing lessons, and have corresponding, operable and measurable teaching activities to complete teaching tasks and achieve teaching objectives. It should be based on the learning situation. This is the starting point of our teaching. From the place where the child is, looking at the poem and the distance, I know how far the road is and how to go.

@ 中中中: From the single article to the unit, from the classroom to the course, we should not only bury our heads in studying hard, but also look up at the road. The implementation of unit integration teaching can make the focus of Chinese teaching more prominent and the level more clear, so as to truly achieve "one lesson and one product" and make the classroom truly become the main position to implement students' Chinese core literacy.

@ Lu Wei: Returning to the fundamental task of Chinese curriculum, teaching students Chinese knowledge and cultivating students' Chinese ability are the basis for establishing the value point of unit integration teaching. According to the characteristics of the text itself, the appropriate class type is adopted for teaching, instead of teaching students everything in the plenary session at a glance according to the usual routine. "Teach what?" "How to teach?" These two simple questions need us to think deeply.

@ Tao Haie: Unit teaching is based on the whole unit and focuses on the overall framework of three-year teaching. It is more conducive to the integration of teaching materials and saves the time of comprehensive study and overall study; In the organization and time arrangement of activities, unit teaching is more flexible than single teaching; It can consolidate the acquisition results more effectively, and also provide a situation for detecting the realization of learning goals; At the same time, it is conducive to the development of inquiry-based cooperative learning.

@ Chen Xia: To enter the new unit teaching, we need to deeply study the unit teaching objectives, design the unit teaching plan in a structured way, accurately select, grasp and carry out different classes according to the teaching objectives, learning conditions and article characteristics, implement the method ability around the knowledge carrier, pay attention to the integrity, graduality and relevance of the teaching process, pay attention to the integration and comparison among articles in the unit, and cultivate students' learning ability around * *.

@ Rebecca: The unit teaching focuses on the overall situation and makes overall arrangements. Each individual teaching has its own emphasis, and the unit goal is achieved in a targeted manner. Divide and focus, and combine them to take care of the overall situation. At the same time, starting from the learning situation in teaching, we can find a clear logical starting point for teaching, so that teaching has a place to come and a place to go.

@ Zhang Chunxia: In the past, most of our Chinese teaching was arranged one after another. In the era of Chinese core literacy under the new curriculum concept, we need to establish a sense of large unit integration. The core of unit integration is from fragmentation to correlation, from surface to deep. The overall teaching design of Chinese large units should pay attention to the learning objectives, learning process and learning evaluation of each class hour in the unit!

@ Jiaxing Xie: The unit integration teaching is more focused, the key points of important knowledge points are broken through, the teachers speak intensively, and students independently expand and extend their reading, so as to improve students' Chinese ability in integrated and comparative learning. This kind of teaching not only adapts to the modern learning situation, but also puts forward higher requirements for teachers' ability to interpret textbooks, and it is particularly important to accurately screen unit training points.

@ Fangfang: In-depth study of curriculum standards, in-depth interpretation of teaching materials, establishment of the overall unit design concept based on academic conditions, attention to the relevant thinking of units and single articles, and implementation of unit and single article benchmarking. By capturing the characteristics of the text, determining the unit value point, and establishing the class type-text analysis class and evaluation appreciation class, each class focuses on one point, which is profound and thorough, and extrapolates!

@ Qin Wang: Unit teaching design should grasp the content of teaching materials as a whole, focus on core literacy, establish the overall design concept of units, and pay attention to the related thinking between units and individual articles. According to the teaching objectives, learning situation and article characteristics, we should choose and grasp them accurately and classify them. Focusing on the teaching objectives, we should implement the method ability, pay attention to the integrity and relevance of the teaching process, and pay attention to the similarities and differences, integration and comparison between articles in the unit, so as to cultivate students' associative thinking ability.

@ Fu Yao: Large-unit teaching focuses on the overall structure of unit textbook knowledge, based on the formation of a new subject knowledge system, and pays more attention to the logical connection between articles, knowledge and knowledge, so that the cultivation of knowledge and ability can be connected and deepened, which is very worthy of our study and exploration. It is helpful to overcome the shortcomings of general and scattered knowledge of Chinese subject and build a clear, clear and relevant knowledge system, which is very meaningful!

@ Li: Under the guidance of the teaching design concept of unit integration, teachers should not only study curriculum standards and texts deeply, but also design according to their own learning situation. Teachers explore the value orientation of individual articles in each theme unit from a global perspective and understand the similarities and differences of emphasis, which will affect the teaching type. Therefore, the premise of effective unit teaching design is that teachers need to deeply study curriculum standards and teaching materials, which is the basis of teaching.

@ Chen Shi: If single text teaching is isolated islands, then unit integration teaching is to connect isolated islands into continents. Therefore, I think that unit integration teaching should emphasize the internal relations and laws between knowledge and form a complete knowledge structure system, which can neither be far-fetched nor just based on the content of knowledge. Correlation should also consider the correlation between methods and laws, so that students can finally draw inferences from others and use them flexibly.

@ Li Wenjun: The whole unit teaching is directly related to the relatively isolated "festivals" of the whole unit. Overall consideration of teaching is conducive to the cultivation of the core concepts and Chinese literacy of the unit. Teachers are conducting unit teaching or unit teaching design, and how to design unit student activities and teacher activities. This lecture further provides us with ideas and methods. In particular, the teaching in different classes and styles is precisely to further combine teachers' teaching with students' learning.

@ Chen Yutong: In the early stage of teaching, teachers should ponder the guiding role of unit lead, carefully read the unit text, think about the unit single after-school exercises, grasp the stylistic features and the teaching value points of the unit, integrate the teaching value points of the unit, think about the class type and design it appropriately, clarify the terms and concepts of disciplines and specialties, and guide students to learn and use them clearly.

@ Bo Zhan: Before the unit teaching, we should find the core goal of the unit according to the curriculum standard, find the teaching value point, integrate the unit, and then focus on the teaching of each article. In addition, only by putting aside subjective evaluation and objectively and rationally sorting out and reading texts can students' ability to read unfamiliar texts in the examination room be cultivated. At the same time, we should make good use of the topic design after the textbook to avoid repetition in Chinese teaching as much as possible.

@ Peng Yulan: Starting from the analysis of teaching material analysis and academic situation, reading guidance and preview are the trial points, intensive lectures and integration are the research points, and summary and evaluation are the sublimation points. From unit value point to single value point, from single teaching to unit teaching, the whole teaching process is connected in series with main problems, and different teaching tasks are completed with different text analysis and evaluation appreciation courses. In daily teaching, we should establish the concept of unit overall design and pay attention to the correlation of unit single articles.

@ Tian Peng: The smallest object for teachers to prepare lessons is the unit. After enlargement, it can be the connection between units or the whole textbook. Therefore, teaching design should attach importance to unit tips, make clear the overall goal of the unit, and strictly follow the goal to promote the integration of independent reading class, intensive reading class and reading class. On this basis, it can also provide students with extracurricular reading materials and reading guidance.

@ Zhang: Our interpretation of the single article should be based on the curriculum standard, pay attention to the order of six similar texts, pay attention to the teaching tasks undertaken by the unit where the single article is located, and then put the interpretation of the single article in this text of this unit. Although teaching is a single article, it is by no means an isolated article, but a link in the whole teaching knowledge system.

@ Kuang Xin: The unit introduction-preview tips-after-class exercises-unit writing of each unit in the textbook compiled by the Ministry, including the self-reading tips in the self-reading class, all form a complete knowledge closed loop around the core teaching points of this unit. Unit teaching consciousness can help teachers choose teaching content accurately, set clear teaching objectives and implement accurate teaching strategies. It is very important to carry out unit teaching, and the consciousness of unit overall planning can make classroom, homework and expansion all revolve around unit goals, thus leading students to achieve unit preset goals.

Text: All members of the studio

Editor: Tu Hui, Jiao Hong

Audit: Studio Publicity Group