核心素养

(小学篇)2018年第12期:在读写教学中培养学生文化意识的实践(浙江:王滢、吴丽华;附PDF下载)

 
 
【摘   要】文化意识是英语学科核心素养的重要组成部分。笔者精选人教版《英语》教材中蕴含丰富文化内涵的读写课例,着重从文化意识这一素养出发,深挖读写教材中的文化元素,探索能够有效培养学生文化意识的方法与策略,引导学生感知和理解文化,体验和传播文化,从而提升学生的英语学科核心素养。
 
【关键词】核心素养;文化意识;读写教学
 
 
 
一、引言
 
“文化意识有利于正确地理解语言和得体地使用语言”(教育部,2012)。文化意识的培养不在于简单地“教”与“学”,而在于无痕地渗透与熏陶。与其他课型相比,读写课由于其文本和插图在内容上更具广度和深度,更适合培养学生的文化意识。本文以人教版《英语》五年级下册Unit 6 “Work Quietly!” B Read and Write板块的教学为例,探讨如何开展指向文化意识的读写教学。
 
本课围绕Robin和Sarah参观世界机器人展览这一主题展开。展览中不同国家的机器人都蕴含着丰富的文化内涵,如国旗、传统服饰、美食、文体活动等。

(中学篇)2018年第10期:谈核心素养培养视域下的文本解读和阅读活动设计——以一节一课三构课为例(浙江:吕秋萍)一文涉及的教学内容


What Do No. 5 High School Students Do in Their Free Time?
 
Last month we asked our students about their free time activities. Our questions were about exercise, use of the Internet and watching TV. Here are the results.
 
We found that only fifteen percent of our students exercise every day. Forty-five percent exercise four to six times a week. Twenty percent exercise only one to three times a week.

(小学篇)2018年第07期:利用教材练习提升学生核心素养的探讨(浙江:陈贤德;附PDF下载)

 
 
    【摘   要】在日常教学中,教师对于教材练习的解读与使用存在误区,影响了教材练习服务于教学目标的价值发挥。合理利用教材中的练习应当面向学生的语言理解能力、语言表达能力和自主思维能力,通过实现聚焦价值、引导语言输出和促进思维发展三条途径,发挥教材练习的作用。
 
    【关键词】教材;练习;语篇;思维;核心素养 
 
 
教材是学生学习和教师教学的重要内容和手段(教育部,2012;教育部,2018)。教师对于“重要内容和手段”的解读与使用,直接关系到课程内容的实施、课程目标的达成以及英语学科核心素养的落实。小学英语教材中的练习是教材资源的组成部分,一般都会结合主题语境,采用对话操练、主题调查、读写任务等语言实践活动,以图、文、表格相结合的方式加以呈现,是帮助学生理解主体文本内容、获取知识与技能、发展核心素养的支架。
 
在日常教学中,教材练习常被教师忽视,具体表现为:先让学生做一做,然后校对一下答案;撇开教材练习,挖空心思创编新的练习材料;开展脱离真实语境的语言操练活动。教师可能不了解教材练习的深层作用,比如与教材主题的情境衔接、主题相关等。小学英语教材中的练习,需要在教学目标的导向下实现其语言教学的价值。

(中学篇)2018年第06期:对一次高中英语听说课同课异构活动的反思(广东:邹必影 )一文涉及的教学内容

 

一、北师大版《英语》Module 4 Unit 12 Lesson 2教材内容

 

(中学篇)2018年第05期:学科核心素养视角下的中学英语词汇教学模式探究(江苏:苏攀)一文涉及的教学内容

 
材料1:National Flags, Colors and Cultures
 
Today, every independent country has a flag that gives it a unique identity. These flags are more than just pieces of cloth sewn together at random with thread. A flag tells us something about the country it represents, such as its values, beliefs and culture.
 
 France
 
The French flag was first used in 1789, at the start of the French Revolution. Before the Revolution, there had been great unrest in France because people had no freedom and were suffering from hunger.

(中学篇)2018年第03期:基于高中英语学科核心素养的阅读教学设计——以北师大版《英语》模块七Unit 19 Lesson 3 Body Language为例(北京:艾慧、郝奇斐)一文涉及的教学内容

 
1.  教材文本
Body Language Speaks For Itself
 
If you saw a father patting his son on the back while smiling happily, what would you think was going on? You would probably think that the father was congratulating his son on doing something well, maybe passing an exam or winning a race. You would know what was going on because you understood the message conveyed by the father's body language.
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