青教赛巅峰之作！课堂剧本杀来袭，沉浸式批判思维训练...

“

1

• 竞赛分省内选拔赛和全国决赛两个阶段，近110万名中小学青年教师参与了各层级的竞赛❗️

• 25名青年教师分获五个组别的一等奖，50名教师获二等奖，82名教师获三等奖。

• 江苏省苏州市吴江区程开甲小学顾丹凤（小学组一等奖第一名）

• 湖南省长沙市第一中学徐雪姣（中学语文组一等奖第一名）

• 湖北省武昌实验中学柯希湖（中学数学组一等奖第一名）

• 广东省深圳市南山外国语学校（集团）高级中学周舟（中学英语组一等奖第一名）

  详见➡️母校喜报｜青教赛全国一等奖第一名课例（说课篇）

• 湖北省华中师范大学第一附属中学汪颜质子（中学思想政治组一等奖第一名）

• 全国总工会将对获得各组别一等奖第一名且符合条件的选手，在“五一”表彰中按程序申报“全国五一劳动奖章”🎉🎉🎉

2

👀本篇为此课的说课部分，（上）篇为授课分享！

正文中所使用的注释说明：

• 教师问题链提问

• 可借鉴的课堂用语

• 个人观点，仅供参考

• “🌟” 意为可模仿的课堂设计

• Thank you, honorable judges, for giving me this opportunity to interpret my instructional design. 基于主题意义探究的高中英语综合拓展课教学案例

• I will mainly cover these six aspects, from realistic situations to my practical attempts.

• Firstly, my design stems from China's increasingly high standards for talent cultivation, 🌟aiming to develop well-rounded individuals.

• In the latest version of the English national curriculum standards for general senior high schools, the English subject core competencies present more specific goals for teachers and students.

• To achieve these, the curriculum content, especially the theme or what we call the semantic context, plays a vital role.

• It not only creates an environment for various English learning activities but also builds a bridge for students to connect their real life with textbooks.

• Therefore, students will utilize language to solve problems in real-life situations, both now and in the future.

• Within the semantic context and in light of the outlook for English learning activities, I attempt to construct a multi-level path for my students to gradually develop their English core competencies step by step.

• Taking this period as an example, the theme for Unit 3 of Book 2 in the PEP series from 2019 is the internet.

• Students learn about the benefits and conveniences of life on the internet, as well as the potential risks.

• Thus, they need to learn how to think critically to protect themselves.

• 🌟Hence, I created this reading and judging section on critical reading on social media, 🌟adapting a real case—murder or self-defense—to help students deepen their understanding of the theme and develop their critical thinking skills for self-protection.

• This is precisely the path for Senior 1 students to develop their core competencies, especially critical thinking.

• Senior 1 students are quite interested in this case.

• Considering all this, I have set three learning objectives.

1. After viewing and discussing, exploring, they are able to list some features板书所示 of reading materials that can influence people's judgment.

2. They are also able to offer some useful tips for reading and thinking critically.

3. The third objective is for them to gain awareness that reading materials can greatly influence people's judgment, so we need to think cautiously and critically when reading on social media.

• 教学重点The first two objectives are my emphasis in this class, in each activity,

• 教学难点and the last one is a long-term, ultimate, and challenging goal for both me and the students to achieve.

• 🌟To achieve all of these, I need to address at least three questions in my class design:

1. First, how to select and adapt learning materials;

2. second, how to help students overcome the learning difficulty in developing critical thinking;

3. and third, how to organize distinctive English learning activities to involve most, if not all, of them in the concept discussion.

• The following are my practical attempts:

1. First, all these reading materials or video clips are based on real situations within a thematic context.

2. Second, inquiry learning strategies are always encouraged in my class for students to judge based on gradually offered information.

3. Third, they will explore with cooperative strategies by exchanging materials, group discussions, and class presentations.

• My class aims at developing my students' English core competencies and meets the requirements of the outlook for English learning activities.

• It is truly student-centered, process-oriented, and formatively evaluated.

• As for the main procedure, after leading in with a real situation in the subway, there are mainly three stages in my class.

1. In the first stage, students will read to collect facts and compare two different passages.

2. In the second stage, they will discuss, draw features左侧板书所示, and distinguish the effectiveness of different pieces of evidence.

3. In the last stage, they will evaluate and, most importantly, share their inspirations右侧板书 on how to be critical readers.

• As you can see, different techniques and various competencies are applied and exercised in different stages, and each stage is a timely evaluation of the learning and teaching in the previous stage.

• Finally, they will gradually develop their core competencies to achieve the learning objectives step by step, including comprehensive skills, especially critical thinking.

• 板书设计Just now, you could see on the blackboard that almost all students joined in the process of forming the board notes by themselves, and they had really creative inspirations.

• At the end of my class, I congratulated the students：🌟we have no homework in written form, but every second, every minute on social media is a situation for them to do their homework.

• In conclusion, it is my reflection on this class.

• Firstly, I always consider teaching, learning, and evaluating simultaneously, as presented in the different stages.

• The formative blackboard notes show their real learning and thinking process in English. They are actually using the language to think and to do things.

• The most important point is that the real case and exciting situation involve almost all students in actively thinking about the abstract concept of critical thinking, and thus moral education about the internet is naturally accomplished.

• 🌟Lastly, I have to admit that this is just a seed for students, not professional or comprehensive.

• I know I still have a long way to further polish this class design, but I think it's a good beginning for me to try to enrich and broaden students' horizons and to help them deepen their understanding of the theme, the internet.

• Thank you, honorable judges, for giving me this opportunity.

• I still have a long way to further develop my professional competence, 🌟just like my students. Thank you.

👏 又一套优中选优的课例！荣获青教赛一等奖！

🌟推荐亮点速览：

• 主题与现实生活的联系：教学设计紧密围绕学生现实生活和兴趣点，如互联网的使用及其潜在风险，提高学生对学习内容的关注度和参与度。

• 教学材料的真实性：使用真实案例作为教学材料，增强了教学的现实意义和应用价值。

• 学生主体性：教学过程中充分尊重学生的主体地位，鼓励他们主动探索和表达自己的观点。

• 教学评价的及时性：通过形成性评价，教师能够及时了解学生的学习进度和问题，调整教学策略。

本课完整版视频，小🍠或d🎵可见喔！‍‍‍

📝留言区见！

聊聊你对本课的看法吧🤗

被“作者赞过”的评论，可获取🆓一条已发推文的资料包（除作者精选）。

3

长按保存见面礼🎁

长按看教学视频

长按进教学分享群

公众号推送规则变化

如您非常读用户，或将收不到此账号的系统推送

如您想及时查收最新推文，请点击“在看〞或“赞”或“喜欢作者”，大数据将根据您的喜好推送