摘要
新课程标准倡导教学评一体化的实践范式。文章在深入辨析读后续写和教学评一体化的基础上,结合读后续写讲评课的具体教学案例,提出以抓住叙事类文本的情节(Plot)、情感(Emotion)、主题(Theme)三要素开展教学评一体化的实践路径,即依托学习理解,梳理概括PET主线;分析内化,应用实践PET评析;批判反思,迁移创新PET产出。
The new curriculum standard advocates a practice paradigm that integrates teaching,learning and evaluating.Based on the in-depth analysis of the integration of reading follow-up writing and the integration of teaching,learning and evaluating,combined with specific teaching cases of the reading follow-up writing commentary class,the article proposes the implementation path of teaching,learning and evaluating by means of grasping the three elements of plot,emotion,and theme(PET)in narrative texts.That is,relying on learning and understanding,sort out and summarize the main line of PET;analyze,internalize,apply and practice PET evaluation;criticize,reflect,transfer and innovate PET output.
作者
吴雪峰
WU Xue-feng(Luoyuan No.1 Middle School,Fuzhou 350600,China)
出处
《福建教育学院学报》
2021年第11期59-61,I0003,共4页
Journal of Fujian Institute of Education
基金
2020年福建省基础教育课程教学研究立项课题“指向核心素养的教学评一体化高中英语课堂实践研究”(课题编号:MJYKT2020-040)
教育部福建师范大学基础教育课程研究中心2021年度开放课题“基于核心素养的‘读思达’课堂教学研究”(课题编号:KCZ2021058)。
关键词
教学评一体化
读后续写
PET
教学设计
integration of teaching,learning and evaluating
reading follow-up writing
PET
instructional design
