Sensing the Poetic Habitat - A Study of Middle School Chinese Teaching from the Perspectives of Life Aesthetics

The concept of life aesthetics reflects an individual’s cry for life and pursuit of beauty,inspiring individuals to discover their spiritual home,sense their poetic habitat,and enjoy the beauty of life flowing from their fingertips.Chinese education,viewed through the lens of life aesthetics,is founded on the natural characteristics of life,stimulating the aesthetic sense of individual life through the allure of language,and teaching students to view life through the aesthetic lens as well as from an understanding of life’s essence.Teachers and students are required to take an aesthetic view of life as theoretical guidance,based on core Chinese literacy,with textbook contents serving as carriers and classroom instruction as the position,closely connected to students’actual lives,in order to help stimulate aesthetic experience among students,improve their aesthetic ability through aesthetic activities,and thus establish a correct view of life.

A Brief Description of Audio-Lingual Method and Discussion of its Advantages and Disadvantages vis-a-vis the English Language Teaching Situation in Chinese Middle Schools

With the development of reform and open policy, foreign languages become more and moreuseful. And how to teach a foreign language is an important matter. A lot of methods of teaching foreign languages have been developed. There’re grammar-trans-lation method, direct method, audio-lingual method, communicative method, etc. In this paper I in-

Elementary Contraceptive Information to be Included in Beijing's Middle School Textbooks

From September this year, trial editions of Sex Health Guidance for Senior Middle School Students, and Sex Health Guidance for Junior Middle School Students, will be used in several schools in Haidian District, Beijing. Haidian Education Commission has sent out notices to all middle schools in the district, including secondary specialized schools,

Cultural Infiltration of Foreign Literary Works in Senior High School Chinese Textbooks

Foreign literary works are an important part of Chinese textbooks in high schools.However,the exam-oriented education results in a marginalized and unsatisfactory teaching of foreign literary works.Based on the high school Chinese textbook by PEP(People's Education Press),teaching practices,and requirements of the new curriculum standards,this article analyzes the foreign literary works in the textbook,explores its value and the infiltration of cultural spirit in teaching,discusses the problems in teaching,as well as provides suggestions to them in hope to gain attention in the teaching of foreign literary works,broaden students' horizons,and cultivate their humanistic spirit.

Developments of Professional Learning Communities and Challenges for Principals in Chinese Urban Middle Schools

Professional learning communities(PLCs)have seen a rapid spread all around the world over the past 30 years.Since then it has been proved that they can improve teaching quality and thereby the achievement of students,and so PLCs have attracted increasing attention especially from education systems.In China,PLCs have been developed vigorously within schools since the implementation of the‘New Curriculum Reform’in 2000.However,the west has paid scant attention to and were not familiar with them since most research in this field in China was published in Chinese.Furthermore,PLCs are influenced by contextual and cultural factors,and therefore PLCs in Chinese education systems are different from those in Anglo-American settings due to long-standing cultural differences,which require consideration.Therefore,this research will investigate the PLCs in China that may be of interest.Many recent studies have shown that,although PLCs have made significant progress in Chinese urban middle schools through the enthusiastic efforts of educators and scholars,there are still several barriers.The primary purpose of this research is to review the development of PLCs and additionally to analyse the challenges faced by the principals.

中学地理教材质量评估指标体系的构建及检验

地理教材属于国家事权,建立科学的地理教材质量评估体系是当前的紧迫需求。基于思想性、科学性、规范性、实操性原则,在解析国家教材建设政策、地理课程标准及教材评估研究现状的基础上,采用专家咨询法和层次分析法,构建了一套包括思想引导性、内容适切性、素养指向性、教学有效性、版式美观性五个一级指标、20个二级指标及相应标准、权重的地理教材质量评估指标体系。以人教版高中地理教材必修1进行应用检验,评估该册教材为优秀水平,但其在纸电联动、地理实践力培养、图像质量等方面仍有提升空间。

历史学科核心素养综合培养的学理逻辑及实施

如何综合培养学生的历史学科核心素养是目前中学历史教学需要解决的问题。历史学科核心素养的综合培养先要厘清五个历史学科核心素养的逻辑关系,即以家国情怀素养为最高层次的素养培养目标,以历史解释素养为核心,以唯物史观、时空观念和史料实证素养为基础形成逻辑关系结构;在进行教学设计时要按照核心素养的逻辑关系规划核心素养综合培养的路径;在教学过程中要按照核心素养综合培养路径组织学生开展探究活动。

中小学语文教材选用古诗文篇目的版本问题——从《孟子》“斯人”与“是人”之争说起

通过对《孟子》版本源流的梳理,发现诸版本仅有“故天将降大任于是人也”的记载,且“是人”的用法更接近战国时期的文法习惯,而“斯人”之说源自其他文献对《孟子》文本的征引。为了发挥正面导向作用,避免近年频发的古诗文选篇的异文之争,中小学语文教材的编辑出版工作亟待进一步优化。不仅要充分利用影印本、整理本等优质文献资源进行版本源流的梳理和异同的比较,从中甄选出最可靠的文本,而且应当标明所选版本与典型异文情况,向中小学生普及文献学常识,传递正确和理性的版本观念。

美学视域下初中语文教材篇章分析

从美的存在领域角度看,初中语文教材选文关涉自然美、艺术美、社会美等美的不同形态;从美的表现形态看,初中语文教材呈现出优美、崇高、悲剧、喜剧、丑、意境等不同形态的美。从美学角度挖掘教材的美学价值,合理有效地利用教材的美学资源,是教师进行高效阅读教学,提升学生审美情趣的必要条件。

STEAM教育视域下中学语文跨学科深度学习的策略研究

STEAM教育是一种基于建构主义的跨学科教育,是对时代挑战的回应。以STEAM教育理念为突破口,解决当今中学语文跨学科教学存在的目标模糊,忽视语文本位;学科叠加,缺乏有效整合;学习浅表,缺少思维深度三方面问题。在中学语文课堂中采用:把握基点,语文本位,开展专题研修;明确跨点,融通互动,进行整合探究;找准落点,合作生成,促进素养提升这三种方式,以更好的教促进更好地学,推动中学语文跨学科深度学习发生,提升学生语文核心素养,将学生培养成符合时代要求的全面发展的高素质人才。

美国初中数学教科书中的中国数学史

在研读分析21世纪初美国11本初中数学教科书的基础上,从栏目分布、内容分布和运用方式3个方面梳理了这些教科书中所融入的中国数学史内容.发现美国多本初中数学教科书中用精美别致的版面引入了中国数学史内容,如,勾股定理、负数、线性方程组、中国古代数学著作中的历史名题以及七巧板等内容.就美国初中数学教科书中融入中国数学史,得到5点启示:坚持立德树人,坚定对中华优秀传统文化的自信;追根溯源,求真求实;名题变式,以题说法;游戏数学,玩中传知;图文并茂,不乏趣味性和艺术性.

语文学习任务群教学情境创设的要求、偏差与改进

“任务群”和“情境”是《义务教育语文课程标准(2022年版)》中的高频词。核心素养导向下“任务群”教学情境创设应体现真实性、驱动性、整合性和合作性等要求。当前“任务群”教学情境创设存在情境策划失真、情境驱动弱化、情境整合受限和情境合作受阻等偏差。研究认为,要走出实践误区,教师就应把握主题内涵,设计真实情境;灵活设计问题,创设探究情境;关联学科知识,构建整合情境;组织多元活动,优化合作情境,进而实现“任务群”深度教学的持续发生和学生核心素养的有效提升。

The mechanism of educational pattern on middle school students’ information worlds: A research based on the comparison of Chinese and British educational patterns

This article aims to explore if and how educational pattern effects students’informational characteristics if they were regarded as informational agents.By integrating related theories,this study assumes that educational pattern may affect students’informational characteristics directly.

统编小学《道德与法治》教材的学术成就

统编小学《道德与法治》教材取得的成功基于其学术底蕴。教材学术性的标准在于教材编写基于研究、教材体现理论自觉、教材对学术问题有所突破。本套教材以研究为基本编写方式,在伦理观、德育观、教材观和教学观上都有学术理论的指导。本套教材探明了儿童经验进教材的路径,厘清了道德教育与法律教育的关系,摸索出了在传统文化教育中体现儿童立场的方法,突破了一些学术难题。“内容至上”的倾向,“应试”化的教学氛围以及对“副科”的轻视,是发扬本套教材学术成就的主要挑战。弘扬教材的学术性,将教材的学术成就转化为实践进步,需要各方面教育主体的共同努力。

历史跨学科能力建构:逻辑与路径

历史跨学科能力是学生开展历史跨学科学习活动的必要心理条件,是在深挖跨学科能力中的历史学科特点与历史学科能力基础上的跨学科学习条件后,二者共融互生的产物。其遵循以历史学科认知结构为逻辑原点、以建立多学科信息间的联结为学习方式、以历史跨学科认知结构为目标指向的生成逻辑,细分为跨学科情境感知与问题发现能力、跨学科思维发散与假设提出能力、跨学科知识整合与假设实证能力、跨学科方法迁移与问题论断能力、跨学科学习反思与经验总结能力等五项子能力。初中历史教科书“课后活动”栏目题型多样,涉及多门学科的知识与技能考查,具有跨学科的本质属性,可为培养学生的历史跨学科能力提供如下实践路径:情境学习、假设演绎、推理论证、合作探究和反思学习。

中华文明的五个突出特性在统编高中历史教材中的体现

教材编写是国家事权,集中体现国家主流意识形态。习近平总书记关于中华文明具有五个突出特性的重要论述,深刻阐释了中华文明的本质特性,是习近平文化思想的重要组成部分,应成为基础教育阶段历史教材编写的指导思想。统编高中历史教材是在习近平新时代中国特色社会主义思想指导下编成的,其内容在“连续性是中华文明存续的基础”“创新性决定了中华民族的进取精神”“统一性是中国核心利益的核心”“包容性促进多元一体格局的形成”“和平性促进人类命运共同体理念的形成”五个方面高度契合了国家主流意识形态,体现了习近平新时代中国特色社会主义思想与统编高中历史教材之间的指导关系,成为习近平文化思想与基础教育教材相结合的典范,为基础教育教材建设提供了借鉴。

HOW TO DEVELOP MIDDLE SCHOOL STUDENTS' LISTENING SKILL BY ADAPTING THE PRESENT TEXTBOOKS

Introduction Why listening is neglected in senior middle school English classes It is well known that there are four basic language skills, none of which should be neglected. Unfortunately, teachers of English in middle schools usually pay little attention to listening for a number of reasons. One is that they think listening is less important for Chinese students compared with other skills. According to the National Syllabus, more attention should be paid to reading, which is the chief component of the College Entrance exam. Another reason is that teachers complain that they do not have enough materials or machines for improving listening. Furthermore, they lack confidence in their ability to construct listening activities.

中学语文课程思政体系构建策略研究

在“立德树人”的背景下,如何将课程思政渗透到学科之中,使之能更好地发挥其育人价值,从而促进学生的全面发展,是当前教育学界研究与重视的焦点。中学语文课程肩负着人才培养的重任,充分挖掘语文教学中的思政元素,实现“课程思政”与语文教学的有效融合,充分发挥语文课程的育人价值。本文从中学语文课程思政体系现状、现实意义及思政体系实施策略,对中学语文学科思政建设进行了探讨,希望为中学语文的课程思政教育提供参考。

中学语文教师乡土情怀培育的现实困境及优化策略

乡土情怀是中华民族传统文化的重要组成部分,对于培养青少年的民族自豪感和文化认同具有重要意义。在乡村振兴的大背景下,县域中学语文教师作为乡土情怀教育的重要实施者,在教育过程中承担着重要责任。然而,在实际教学中,中学语文教师面临着诸多现实困境,影响了乡土情怀教育的实施效果。中学语文教师应在语文教学中加强资源建设、转变教育观念、创新教学方法,厚植学生乡土情怀,要真正做到以文化人,达到情感上的共鸣。

课程思政在初中语文教学中的实践研究

自全国教育大会召开以来,德智体美劳“五育并举”的教育理念深入人心。在课程育人、三全育人、协同育人提出的大环境下,“课程思政”成为了一大热点。初中语文新教材中的选文,是我们中国文化的瑰宝,其中蕴含的思政元素十分丰富。开发语文教材中的思政元素,将语文教学与课程思政进行有机融合,有利于培育学生正确的社会主义核心价值观,实现立德树人的根本教育目的。