以大唐项目课程为例，谈小学学科整合育人

以大唐项目课程为例，谈小学学科整合育人 【摘要】传统的教学，以学科为基本呈现单位，教学的系统性，针对性很强。但知识分化现象尤为突出，学科与学科间分离，学科与生活脱节，学科与学生的兴趣和需求背离。以活动为主题的课程强调学问是的兴趣与需求，课程设计以学生为中心，但过于夸大了学生的经验。在从应试教育转向素质教育的发展过程中产生了对全科教学的诉求,社会的发展靠人才，人才的培养靠教育!未来的小学课堂教学，应该是往这样的方向发展的！在传统教学——学科课程与活动课程的基础上，找到契合点，形成学科课程与活动课程的优势互补，优化现有的课程，信息技术与教学深度融合，构建全科链接式立体化主题教学，整体的教育策略——语文为首，全科育人！  关键词:未来  课堂  信息技术  链接  主题  作者简介：周雪梅，女，1992年生，广东东莞人，东莞理工城市学院2011级文学与传媒系，新闻传播专业本科毕业生，文学学士学位，2017年12月始于东莞大朗启明学校工作，2018年8月至今在大朗镇政府工作。在大学期间，有幸为东莞本土文化贡献力量，参与了南梅先生主编的《杜诗二字构词》的出版，也曾于广东新快报实习工作，在权威、主流媒体发表文章数十篇，也在《教育考试与评价》、《教学周刊》发表过教育论文。座右铭：耗尽千张纸，无非一片心！  With Datang Project Course as an example to discuss the Integration of primary school disciplineAbstract：Traditional teaching, with discipline as the basic unit of presentation, is systematic and highly targeted. However, the phenomenon of knowledge differentiation is particularly prominent, with the separation between subjects and subjects, between subjects and life, and between subjects and students' interests and needs. Courses with activity as the theme emphasize the interests and needs of learning, and the curriculum is designed with students as the center, but the experience of students is greatly exaggerated.In the process of developing education from exam-oriented to quality-oriented education, there is a demand for general science teaching. The development of society depends on talents, and the cultivation of talents depends on education! Future primary school classroom teaching, should be developed in such a direction! In traditional teaching, on the basis of subject curriculum and activity curriculum, find a spot, formed complementary advantages of subject curriculum and activity curriculum, optimize the existing curriculum, depth of information technology and teaching integration, build a general three-dimensional theme teaching link, the overall education strategy -- led by Chinese, general education!Keywords:Future  lecture  information technology   link   topics        传统的教学，以学科为基本呈现单位，教学的系统性，针对性很强。但知识分化现象尤为突出，学科与学科间分离，学科与生活脱节，学科与学生的兴趣和需求背离。以活动为主题的课程强调学问是的兴趣与需求，课程设计以学生为中心，但过于夸大了学生的经验。这是一个高速发展的社会，这是一个追求个性解放的社会，这是一个大信息化的社会！习大大曾说过：“发展是第一要务，人才是第一资源，创新是第一动力”，社会的发展靠人才，人才的培养靠教育，未来的小学课堂教学，应该是往这样的方向发展的！在传统教学——学科课程与活动课程的基础上，找到契合点，形成学科课程与活动课程的优势互补，优化现有的课程，信息技术与教学深度融合，构建全科链接式立体化主题教学，整体的教育策略——语文为首，全科育人！本文将以大唐项目课程为例，从信息技术与教学深度融合与全课程教育两方面谈小学的学科整合育人。一、信息技术与教学深度融合这是一个飞速发展和变革的时代，与信息技术发展相适应，中小学的课程形态、教学模式也随之而变化，信息化教学成为新常态！翻转课堂应运而生，然而，随着翻转课堂的深入发展，其课堂教学改革意义已经凸显。翻转课堂模式的实行——将信息技术与教学深度融合起来，该模式首先由教师创建重难点突出、时长适中的教学视频，学生堂下自己去观看学习，学习完，再到课上与老师、同学交流反馈的课堂。翻转课堂的实质是，以学生为中心的，基于问题探究的自主、个性化学习。具体而言，翻转课堂的基本结构可分为“自学、测评、交流反馈”，包括课前、课中、课后三个部分，由教师或学生按照顺序完成多个教学环节。 二、构建全科链接式立体化教学设想处于儿童时期的孩子就像一张白纸，可塑性很强，未来的教学也许不再像今天的课堂教学这样有固定的学科课堂，而是构建全课程的立体化主题教学。未来的课堂教学，每学期围绕三个大主题展开学习，这三大主题融合全课程教学，每个主题大约用五到六周的时间。大主题、跨学科，符合儿童时期的特点，深受孩子的喜爱。全课程”一方面重视学科的独立，另一方面重视学科内部的融合。就以“大西游课程” 和“大唐项目课程”为例，分享具体的可行性操作。大西游课程课例:按照当今语文学科在高考中占得重要地位，我们首先从朗读到默读的阅读训练学起。一开始，教室里面带着孩子们一句一句地读，一段一段地读。孩子们每天晚上的作业，就是在“荔枝校园”app广播号里配上背景音乐朗读，上传他们的朗读录音，录音的封面可以自由绘制美术作品上传，并分享到微信群里，聆听同学们的相互评价和老师反馈。每周的定时默读训练，一点点练默读能力。整个过程中，音乐老师播放轻音乐，讲授音乐声调、节奏得乐理知识，让孩子们跟着音乐找到了自己的节奏，点燃学习的热情。和阅读训练同时进行的，是理解每章故事的结构，这就要给孩子一个趁手画画的工具：故事山。故事山是一种山形曲线图，包含了故事的开始、发展、高潮、后续和结尾。借助故事山说出每一章的故事结构，是中年级孩子一项很重要的阅读能力。对于文本细读和写作，则用大问题去引领。比如美猴王拜师学艺这一章，“（猴王）与众师兄学言语礼貌、讲经论道、习字焚香，每日如此。闲时则扫地锄园，养花修树，寻柴燃火，挑水运浆，在洞中不觉倏忽六七年”。讲到言语礼貌的时候，顺便传授思想品德的小学生文明礼仪；讲到扫地锄园，养花修树这一段的时候，带领孩子们到学校生物园转转，修花养树的同时，融合植物的科学知识。大问题来了：猴王为什么放着福乐不享，而要历尽艰险，来过这种寂寞单调的日子？孩子们通过阅读原文知道，他是为了追求生命的永恒。回答大问题的时候，采取玩游戏，如跳飞机游戏，跳到单数的同学抢答的方式进行，既锻炼了孩子的身体，又思考了问题，有利于孩子的身心健康发展。学完当节的内容，电脑老师上场，教孩子们初步运用Flash动画制作西游记人物的学习。课后作业设置设计参考：音乐作业 学唱电视剧《西游记》《路在何方》一曲，唱吧软件形式提交         学用乐器个人独奏或小组合奏《西游记》《路在何方》一曲美术作业 用橡皮泥或陶瓷土捏制你心目中的《西游记》人物语文作业 写一篇捏《西游记》人物过程的日记英语作业 学习花果山里关于水果的单词，改编英语课本的句子，选一个主题设计一段以《西游记》相关的人物对话数学作业 计算西游人物每到一个地方的速度、时间、路程...多元化、跨学科的融合，帮助孩子们找到自己感兴趣的点，使学生产生浓厚的兴趣，每个人的学习方式不同，却可以有同样美好的生长状态。“大西游”一方面基于语文文本聚焦核心问题， 另一方面让故事始终和孩子们的各学科、与生活实际相连。厚厚的《西游记》，成了一本厚厚的跨学科融合的百科全书。 三、全班熟读《西游记》，能多元化表达进入教室的那一刻，你也跟孙悟空一样，开始了你的修炼，你是怎样修炼的呢？ 写一写你的修炼过程吧——这样的大问题，一方面帮孩子生成切己的理解，低年级的孩子看图写话，中高年级孩子则指导写作。再来看看大西游课程中孩子的多种表达。读了第一回石猴出世后，我们进行石头画创作，用画笔赋予石头生命。当读到师徒四人踏上取经之旅时，班主任可试图和美术老师讨论，怎样才能还原九九八十一难的场景，让孩子们意识到，人生的旅程中同样会遇到一些磨难。美术老师可创意性地找了几块大纸板，把报纸揉成一个个纸团粘上去，画成立体的山川河流。然后，孩子们就可以用太空泥捏塑《西游记》里的角色，放到这个背景墙上。随着我们阅读的进行，背景墙上的泥塑也在不断增加。拿着墙上的泥塑，玩各种故事游戏，顺带拓展《西游记》故事的时代背景——盛唐，让学生自主搜集盛唐的杰出人物、诗歌、故事，分享交流。 四、《西游记》拓展学习——大唐项目课程《西游记》课程结束后，给孩子们播放电影《大唐玄奘》，使孩子们对大唐产生浓厚的兴趣。于是大唐课程拉开了序幕。看到“唐”这个字，你想到的是什么？李白、杜甫？唐诗？在“全课程”里，一个人就是一部大唐史，一件事就是一部大唐史， 一首诗也是一部大唐史。这就是“全课程”的内部融合。课程开始前，先给孩子长安城地图和大唐疆域图，先让他们搜集资料汇报交流，形式可以文字传奇的形式，可以美术漫画的形式，可以演小品、相声的形式，也可以演说的形式，为盛唐李杜作传：你对唐代了解多少，最想研究的问题是什么。课程就从这些问题入手。同时，提供丰富的资源包，包括：书——《写给孩子看的中国历史》《吴姐姐讲历史故事》；电影——《大明宫》；游学——历史博物馆。经过这样的预习，当孩子们到博物馆亲眼看见这些珍宝时，他们就知道，每一件藏品背后，都是一部唐史。学校还可以适当邀请博物馆的资深讲解员，准备好满满一箱子展品，穿上唐朝官员的衣服，请家长代表穿上贵妃服，营造出很强的现场感，让更多孩子真切感受历史的存在。在这样的场景学习中，孩子们深切地感受到，历史是能触摸的，历史中所有的一切就在我们的血液里，我们是大唐人的后代。 五、学完大唐项目课程，并给李杜作传学完大唐项目课程，再让学生搜集自己感兴趣的大唐资料，交流分享，分享的形式可以文字传奇的形式，可以以美术漫画的形式，可以演小品、剧本、相声的形式，也可以演说的形式，为盛唐李杜作传。孩子的理解未必全面准确，但至少在这个过程中，他借助现有的生命体验，发现了自己，理解了自己，这是教育最重要的目的之一。课程最后，老师整合学生的资料，撰写李白与杜甫相遇的剧本让学生进行演出。需要注意的是，大西游课程和大唐课程的关注点并非一样的！《西游记》是一部文学作品，学习它是一个从外向里探索的过程，我们要和孩子一起去理解它、参透它。大唐课程则是由一个点向外扩散的过程，侧重的是解决问题和综合运用知识的能力，最终都要回到这个“全”字，回到人的发展上去。就像古老的人们围着篝火，我们和孩子一起围绕着知识，创造师生共同的生活。  结束语  本文综述的小学未来的课堂教育，并不是凭空想象的，跨学科主题教学又称为“主题教学”、“单元教学”、“主题单元教学”等，这一概念产生于课程整合运动。它是指两种或两种以上的学科整合所有学科围绕同一主题组织教学，各个学科相互配合最终达到超越了学科的课程，打破了学科的界限，将过去的知识融合在一起。在从应试教育转向素质教育的发展过程中产生了对全科教学的诉求。在未来的全科教学中，教师的主导性作用很大，教师即全部课程的教授者，也是课程的设计者和实施者。在全科教学中，学校应立足于教师课程融合能力的培养，提高教师对全科教学的设计和实施能力，不断地推动全科教学实践的发展。 英文对照：Traditional teaching, with discipline as the basic unit of presentation, is systematic and highly targeted. However, the phenomenon of knowledge differentiation is particularly prominent, with the separation between subjects and subjects, between subjects and life, and between subjects and students' interests and needs. Courses with activity as the theme emphasize the interests and needs of learning, and the curriculum is designed with students as the center, but the experience of students is greatly exaggerated.This is a society with rapid development. This is a society that pursues the liberation of individuality. This is a society of great informatization! Xi Da once said: "Development is the first priority, talent is the first resource, innovation is the first driving force." The development of society depends on talents, talent training depends on education, and future primary school classroom teaching should be in this direction. Development! On the basis of traditional teaching -- subject curriculum and activity curriculum, find the points of agreement, form the advantages of subject curriculum and activity curriculum, optimize the existing curriculum, information technology and teaching depth integration, and build a multi-disciplinary linked three-dimensional theme teaching. The overall education strategy-the first language, general education! This article will take Datang project curriculum as an example, from the information technology and teaching depth integration and full-course education two aspects of the subject integration of education.I. in-depth integration of information technology and teachingThis is an era of rapid development and reform, which is in line with the development of information technology. The curriculum form and teaching mode of primary and secondary schools also change accordingly. Flipped classroom emerged at the historic moment. However, with the in-depth development of flipped classroom, its significance of classroom teaching reform has been highlighted.Flip the classroom mode of information technology and teaching practice, will be up depth fusion, first by teachers create difficult point of this model and teaching video, of moderate length students hall next to watch, learn, communicate with teachers and classmates feedback to the class of the class. The essence of flipped classroom is the independent and personalized learning of student-centered and question-based inquiry. Specifically, turn over the basic structure of the classroom can be divided into "self-study, measurement, communication feedback", including three parts before, class, after class, the teacher or a student complete multiple teaching according to the order.Second, the construction of the whole subject link type three-dimensional teaching ideaChildren in childhood is like a piece of blank paper, plasticity is very strong, the future may no longer like today's classroom teaching of teaching have a fixed classroom, but build a three-dimensional theme of the course teaching. In the future, classroom teaching will focus on three major themes each semester. These three themes will be integrated into the whole course teaching, each of which will take about five to six weeks. Big theme, interdisciplinary, in line with the characteristics of childhood, deeply loved by children. On the one hand, the whole course emphasizes the independence of the subject, on the other hand, the integration within the subject.Take the "western tour course" and "datang project course" as examples to share the specific feasibility of the operation.Western tour courses:According to the important position of Chinese subject in college entrance examination, we start from reading aloud to reading silently. At the beginning, the children in the classroom read sentence by sentence and paragraph by paragraph. Children homework every night, be in namely "lychee campus" radio, deserve to go up in the background music reading, upload them to read the tape, the tape on the cover of free drawing art upload, and share to the micro letter group, listening to the students evaluation and teacher feedback to each other.Regular weekly silent reading training, a little bit of silent reading ability. In the whole process, teacher music played light music and taught the music theory of music's tone and rhythm, so that children could find their own silent reading rhythm after music and ignite their enthusiasm for learning.At the same time as reading training, understanding the structure of each chapter gives the child a tool to draw while the hand is still in the air: story mountain. Story mountain is a mountain curve that contains the beginning, development, climax, follow-up and end of a story. Telling the story structure of each chapter through story mountain is a very important reading ability for middle grade children.For close reading and writing of texts, big questions are used to lead the way. For example, in the chapter of Monkey King, learning art, "(Monkey King) and other teachers and brothers learn to speak politely, speak sutras, and burn incense by practicing calligraphy. In my spare time, I would sweep the floor and hoe the garden, raise flowers and cultivate trees, find wood to kindle fire, carry water to transport mortar, and suddenly six or seven years would pass by. When it comes to verbal politeness, the elementary school students who impart ideological and moral character are also taught civilized etiquette. When it comes to cleaning and hoeing garden and planting flowers and trees, I will take the children to the school biology garden and combine the scientific knowledge of plants with flowers and trees.The big question came: why did the Monkey King not enjoy his happiness, but he had to go through all the difficulties and hardships to live a lonely and monotonous life? Through reading the text, the children know that he is pursuing the eternal life. Answer the question, to play the game, such as airplane games, jump to the singular students vies to answer first manner, not only exercise the child's body, and thinking about the problem, is conducive to children's physical and mental health development. After learning the content of the festival, the computer teacher came on stage and taught the children how to make the characters of journey to the west through Flash animation. Reference for homework design:Music homework to learn to sing the TV series journey to the west, where is the roadLearn to play a musical instrument solo or group ensemble, journey to the west, where is the roadFor your art project, use silly putty or ceramic clay to create your ideal journey to the west characterWrite a diary about the process of the journey to the westFor the English homework, learn the words about fruit in flowers and flowers mountain, and adapt the sentences in English textbooks. Choose a theme and design a dialogue about the characters in journey to the westThe math assignment calculates the speed, time, and distance of each character who travels west...Diversified and interdisciplinary integration, help children find their points of interest, make students produce strong interest, everyone's learning style is different, can have the same good growth state. On the one hand, "journey to the west" focuses on the core issues based on Chinese texts; on the other hand, it keeps the story connected with children's various subjects and the reality of life. The thick journey to the west became a thick, interdisciplinary encyclopedia.The whole class is familiar with journey to the west and can express it in various waysThe moment you entered the classroom, you started your practice just like sun wukong. How did you practice? Write about the process of your training -- the big questions that help your child develop an understanding of who he or she is, the children in the lower grades read the pictures and write the words, and the children in the middle and upper grades direct the writing.Let's look at the various expressions of children in the grand tour. After reading the first stone monkey, we made stone painting and gave stone life with a brush. When the four read the scriptures journey, the class teacher can try to and art teacher discussion, how to restore the wringer scenarios, let children realize that the journey of life will also encounter some difficulties. The art teacher creatively found a few large pieces of cardboard, crumpled the newspaper into a piece of paper and stuck it to it. The children can then use space mud to shape the characters in journey to the west and put them on the background wall. As we read, the clay figures on the background walls are also increasing. Take the clay sculpture on the wall, playing all kinds of story, helping to extend the time background of "journey to the west" story - the glorious age of tang poetry, lets the student independently to collect from the tang dynasty, poems, stories, share exchange.4. Expanding study of journey to the west -- the project course of the tang dynastyAfter the "journey to the west" course, the children were shown the film "xuan zang of the tang dynasty", which aroused their strong interest in the tang dynasty. So the tang course began.What do you think of when you see the word "tang"? Li bai, du fu? Tang poetry? In the whole course, a person is a history of the tang dynasty, one thing is a history of the tang dynasty, and a poem is a history of the tang dynasty. This is the internal fusion of the whole course.Before the start of the course to give the child his city map and datang territory, let them collect report data communication, the form can be written in the form of a legend, can art cartoon form, can be in the form of a play, crosstalk, also can form of the speech, pass for tang li: how much do you know about the tang dynasty, want to study what is the problem. The course starts with these questions. At the same time, we provide a rich resource package, including: books -- Chinese history for children, sister wu tells history stories. Movie -- daming palace; Study tour - history museum.After such preview, when the children went to the museum to see the treasures, they knew that behind each collection was a history of the tang dynasty. Schools can also be appropriate to invite senior commentator of the museum, ready for a full box, in the tang dynasty official clothes, please represent in the imperial concubine, builds a strong presence, let more children genuinely feel the existence of history. In the learning of such scenes, the children deeply feel that history can be touched, and everything in history is in our blood, and we are the descendants of the tang dynasty.5. Completed the datang project course and handed it over to li duThe datang project course, and then let the students gather information, they are interested in datang sharing, sharing can be in the form of text in the form of a legend, can be in the form of art comics, can be in the form of a play, play, crosstalk, also can form of the speech, for tang li bai. The child's understanding may not be comprehensive or accurate, but at least in the process, he finds himself and understands himself through the existing life experience, which is one of the most important purposes of education. At the end of the course, the teacher integrated the students' materials and wrote the script for the meeting between li bai and du fu for the students to perform.It is important to note that the course is not the same as the course of the tang dynasty! Journey to the west is a literary work. Learning it is a process of exploration from the outside. We need to understand it and understand it with our children. The datang course is a process of spreading from point to point. It focuses on the ability to solve problems and apply knowledge comprehensively. Just like the old people around the campfire, we and children around knowledge, create the common life of teachers and students.Vi. ConclusionIn this paper, the primary school classroom education in the future, not imaginary, interdisciplinary subject teaching is also called "subject teaching", "unit teaching", "theme unit teaching" and so on, this concept was created in sports curriculum integration. It means two or more of the integration of all disciplines around the same topic organization teaching, various disciplines together eventually reach beyond the subject curriculum, breaking the boundaries of the subject, will the past knowledge together.In the process of developing education from exam-oriented to quality-oriented education, there is a demand for general science teaching. In the future general subject teaching, teachers play a leading role. Teachers are not only professors of all courses, but also designers and implementers of courses. In general subject teaching, the school should base on the training of teachers' curriculum integration ability, improve teachers' ability to design and implement general subject teaching, and promote the development of general subject teaching practice. 参考文献： 徐无名：《小学跨学科主题教学的设计与实施》，《治教观摩》，2015年01期，第5页 陈媛：《福建广播电视大学学报》，《基于多元融合的全科教学设计》，2017年03期，第45-50页 毛惠珍：《教学月刊小学版》，《小学语文链接式阅读教学四策略》，2012年Z2期，第27-29页 常丽华：《当代教育家》，《四年级全班熟读西游记，还给李杜写传，怎么做到的？》，2018年第11期，第26-27页 References:[1] xu xianming, design and implementation of interdisciplinary theme teaching in primary schools, teaching management and observation, 01, 2015, page 5[2] Chen yuan, journal of fujian radio and television university, comprehensive subject teaching design based on multivariate integration, march, 2017, pp. 45-50[3] MAO huizhen: primary school edition of the monthly teaching magazine, four strategies for the teaching of Chinese linked reading in primary schools, 2012 Z2, pp. 27-29[4] chang lihua: contemporary educationist, how did you do it? , issue 11, 2018, pp. 26-27