【作者】 龚玲；

【导师】 吕志峰；

【作者基本信息】 华东师范大学， 教育硕士（专业学位）， 2024， 硕士

【摘要】 “思辨性阅读与表达”学习任务群是高中语文必修课程的核心内容板块之一,是培养学生理性思维,提升思维品质,进而促进学科核心素养发展的重要载体。本研究把作为教学内容的“思辨性阅读与表达”学习任务群与作为教学模式的“大单元教学”相结合,开展“思辨性阅读与表达”学习任务群大单元教学设计的研究,探讨教学设计策略,梳理教学设计思路,并进行实践检验,具有比较重要的现实意义。 本研究从“大单元教学”的理论出发,在对“大单元教学”进行概念界定的基础上总结出其具有教学整合性、情境真实性、学生主体性三大特征,并对其进行了理论基础梳理。接下来,通过对“思辨性阅读与表达”学习任务群的课标解读,明确了其在进行教学落实时应遵循“教学目标核心指向理性思维发展”“教学形式强调阅读表达一体化”的原则。然后结合对教材的深刻把握,概括出了对其进行大单元教学设计的一般策略,包括:以大概念统领单元教学内容,情境—任务式教学过程,循序渐进性思维发展三个方面;同时基于教学设计的一般路径,梳理出了该任务群大单元教学设计的基本思路,即以大概念为核心,确定单元教学目标;分配课段目标,情境—任务式实施;坚持教—学—评一致性,开展多样性评价。最后选取了“思辨性阅读与表达”学习任务群对标的一个教材单元——必修上册第六单元开展了大单元教学设计实践,并对实践进行了相应反思。更多还原

【Abstract】 The learning task group of “Critical Reading and Expression” is one of the core content modules in the high school Chinese compulsory curriculum.It is an important vehicle for cultivating students' rational thinking,enhancing their quality of thinking,and thereby promoting the improvement of subject-specific core competencies.This study integrates the “Critical Reading and Expression” learning task group with the pedagogical model of Macro-Unit teaching.It undertakes research on the design of Macro-Unit teaching for the “Critical Reading and Expression”learning task group,explores instructional design strategies,outlines pedagogical approaches,and conducts practical validation.This research holds significant practical significance. The starting point of this study is the theory of Macro-Unit teaching,Based on the conceptual definition of Macro-Unit teaching,this study summarizes its three major characteristics: instructional integration,situational authenticity,and student-centeredness.Subsequently,through an analysis of the curriculum standards for the task group of “Critical Reading and Expression”,it became evident that in its instructional implementation,two key principles should be adhered to: “instructional objectives centered on the development of rational thinking” and “teaching methods emphasizing the integration of reading and expression”.Furthermore,in conjunction with a profound understanding of the teaching materials,general strategies for conducting Macro-Unit teaching design were summarized.These strategies encompass three aspects: overarching unit content under major concepts,context-task-based teaching processes,and progressive cognitive development.At the same time,based on the general path of teaching design,the basic ideas of teaching design of large units of the task group are sorted out.They are: with the big concept as the core;determine the teaching objectives of the unit;assign the course objectives;implement teaching through context and tasks;maintain consistency in teaching,learning,and evaluation,and then implement various forms of assessment.Finally,a teaching material unit corresponding to the “Critical Reading and Expression”learning task group,namely Unit 6 from the compulsory upper-level textbook,was selected for the implementation of Macro-Unit teaching design in practice.Subsequently,a reflective analysis was conducted on this practical experience.更多还原