“以学为中心”的小学语文课堂教学探析

An Analysis of “Learning-centered” Chinese Teaching in Primary Schools

学生在“以学为中心”的课堂中可不断发展元认知系统,使用深层的学习策略,从而形成关注知识间的联系、探寻学习内容的意义的习惯。当今的小学语文教学在教材、教师、学生方面尚存在一些问题,因此,文章基于小学语文教学实践,提出教师应从设计适宜的“情境”“规则”“工具”三个方面构建“以学为中心”的课堂。并以小学语文具体教学案例为例,重点研究了“情境”“规则”“工具”三大要素在课堂中的设计和运用。指出:“以学为中心”的课堂情境需要结合教材文本的特点及教学目标精心设计;学生在课堂中学习的发生,需要依靠“规则”来实现;设计使思维外显化的学习工具,能够为学生提供可视化的思维支架,从而促进学生学习真正地发生。

Pupils can continually develop meta-cognitive systems in a“learning-centered”class and use deep learning strategies to form a habit of paying attention to the connections between knowledge and exploring the meaning of learning content.For Chinese teaching in primary schools today,there still exist some problems in teaching materials,teachers and pupils.Therefore,based on Chinese teaching practice in primary schools,this paper proposes that teachers should construct“learning-centered”classes from three aspects of designing appropriate“situation”,“rules”and“tools”and by means of specific Chinese teaching cases,this paper focuses on the design and application of these three elements of“situation”,“rules”and“tools”in class.It has also pointed out that the situation of a“learning-centered”class needs to be carefully designed in combination with the characteristics of textbooks and teaching objectives;learning that takes place in class needs to rely on the“rules”;the design of learning tools that make thinking explicit can provide pupils with a visual thinking scaffold to promote learning.