语文大单元教学设计:争议辨析、教材整合与评价策略

Large Unit Teaching Design of Chinese:dispute analysis,Integration and Evaluation Strategy

基于语文统编教材设计大单元教学,需要反思大单元教学的可行性和本土化问题,明确其适用范围,厘清大单元与学习任务群、教材单元的关系。针对不同类型的教材单元,遵循新课程标准核心理念,梳理人文主题、语文要素与文本的一致性,追求语言内容与语言形式的共契,直面主题统摄与文本特质的背离与重构,是提炼大概念的基本策略。将大概念转化为基本问题,以基本问题为内核设计进阶性学习任务,可以实现大单元教学的“表”“里”如一。融合过程性评价与终结性评价,根据目标类型、学习任务特点匹配合适的评价方式,开发针对性评价工具,则是评价大单元学习进展的基本策略。

To design large unit teaching based on Chinese textbooks,it is essential to reflect on the feasibility and localization of large unit teaching,define its scope of implementation,and establish the connection between large unit and learning task groups,and textbook units.Refining key concepts for different types of textbook units involves fundamental strategies such as following the guidance of the core concept of the new curriculum standard,sorting out the consistency of humanistic themes,language elements and texts,pursuing the common agreement between language content and form,and directly facing the deviation and reconstruction of theme control and text characteristics.Transforming major concepts into common problems as the core of designing advanced learning tasks can achieve the consistency from the outside to the inside of large unit teaching.To evaluate the progress of large unit learning,it is necessary to combine process evaluation with summative evaluation,match appropriate evaluation methods according to the type of teaching objectives and learning task characteristics,and develop targeted evaluation tools.