中日教师绘本教学同课异构案例研究

Case Study on Heterogeneous Cases of Chinese and Japanese Teachers’ Picture Book Teaching

绘本是儿童喜爱的一种图文结合的书籍形式,从其诞生之日起,就和教育紧密联系在一起,不仅可以满足儿童课外阅读的精神需求,也越来越多地进入学校课堂,被各国教师广泛使用。面对同样的绘本资源,针对同一年级的小学生,2019年在中国北京举行的一次绘本课程与教学研讨活动中,来自中国和日本的两位教师用同课异构的方式,各自展示了一节别具特色的绘本课。两国教师在对绘本价值的认识、文本分析、教学目标、教学设计、教学实施过程,以及课堂教学效果等方面,都体现出了较大的差异性。本文通过现场观课、视频回看、课前课后访谈、课例讨论等方法,重点探讨两国教师在教学设计重心上的差异性,分析指出中日两国不同的社会文化基础,形成了两国教师不同的绘本观;"以教为中心"还是"以学为中心"的课堂,体现出两国教师同中有异的教学观;最后得出充分挖掘绘本优势,促进由"以教为中心"向"以学为中心"转变的启示。

Picture books are a kind of book with pictures and texts that children love reading. Since these books were published, they have been closely linked with education. Teachers widely use them all over the world. Faced with the same picture book resources and aimed at pupils of the same grade, in a picture book seminar held in Beijing, China, in 2019, two teachers from China and Japan used a heterogeneous approach in the same class and showed unique picture book lessons. They have shown significant differences in understanding the value of picture books, the textual analysis, teaching goals, implementation, and instructional effects. Through methods such as on-site class observation, video review, pre-and post-class interviews, and class discussion, we focus on the differences in the designs between the teachers of the two countries and analyze the deep-seated causes of "teaching as the center" versus "learning as the center". Starting from the different ideas of instructional designs in two countries, it further analyses China and Japan’s different social and cultural foundations and the formations of different picture book concepts of teachers in the two countries. "Teaching as the center" or "learning as the center" classrooms reflect the different views of teaching. Finally, it draws the inspiration to fully tap the advantages of picture books and promote the transformation from "teaching as the center" to "learning as the center."