概念性理解:激发协同思考的古诗深度阅读教学设计

Conceptual Understanding:Teaching Design of Deep Reading of Ancient Poetry to Stimulate Collaborative Thinking

追求概念理解的设计教学,其立足点就是促进学生的深度理解,是素养导向的教学。协同思考是概念理解的重要方式。概念为本的教,是以观念为中心的,而非以知识覆盖为中心。协同思考是将事实层面的思考与概念层面的思考结合起来,促使学生获得深层次理解,将思考迁移到其他时间、地点和情境。以七下第五单元古诗为例,通过引导学生以具体的阅读策略技能,发现并理解这几首的共通之处,结合具体诗歌的内容的理解与对此类诗歌重要表现手法“托物言志”的概念性理解进行协同思考,进而深入理解这一概念,并能应用到其他诗歌的阅读中去,体现了概念为本教学的价值。

The design teaching that pursues concept understanding is based on promoting students’deep understanding and is a literature-oriented teaching.Collaborative thinking is an important way to understand concepts.Concept-based teaching is idea-centered rather than knowledge-centered.Collaborative thinking is the combination of factual and conceptual thinking,prompting students to gain a deep understanding and transfer thinking to other times,places and situations.Taking ancient poems as an example in Unit 5 of the Seventh Section,by guiding students to find and understand the common points of these poems with specific reading strategies and skills,they can think together with the understanding of the content of specific poems and the conceptual understanding of the important expression techniques of such poems,so as to further understand this concept and apply it to the reading of other poems,which embodies the value of concept-based teaching.