近十年《风筝》教学设计述评.doc

近十年《风筝》教学设计述评 近十年《风筝》教学设计述评 nbsp; 摘　要：近十年来关于鲁迅散文诗《风筝》的教学设计，大致有三种类型：一是有完整的教学设计过程却未独立呈现教学设计成果；二是没有完整的教学设计过程，却有独立的教学设计成果；三是既没有完整的教学设计过程，也没有完整的教学设计成果。兼顾整体与局部，这些教学设计还存在着工作环节欠缺或偏离，工作流程失之环节顺序颠倒或层次混乱，教学目标缺失或不合理，教材及学情分析笼统空泛、教学环节冗多等五个缺失。这反映出当前一线教师对教学设计与教案的关系还存在认识不清、教学设计工作的结构不明、方法意识模糊等问题。 关键字：鲁迅；风筝；教学设计 〔中图分类号〕G633.3nbsp;nbsp;nbsp;nbsp;[文献标识码] Anbsp;nbsp;nbsp;nbsp;[文章编号]1674-2389(2016)01-0061-05 nbsp; The Recent Ten Years Review of Teaching Designs about “Kite” KANG Man-yu, LIBen-dong （School of Literature and Media, Qiannan Normal University for Nationalities, Duyun 558000,Guizhou,China） nbsp; Abstract: In recent ten years, the teaching designs about “Kite” written by Lu Xun can be mainly divided into three types. The first type has whole process of teaching design but lack of the findings of the design. The second type has independent findings of teaching design but short of whole process of teaching design. The third type not only lack both whole process of teaching design and findings of teaching design but also lose a balance between whole and parts. All these types of teaching design have some problems: deficiency or deviation in the teaching, the wrong order or level in teaching process, lack of or improper teaching goal, vague and general analysis of textbook and students? situations and redundancy in teaching procedure. It directly reflects that teachers have not familiar with the relationship between teaching design and teaching plan, the structure of teaching design and the consciousness of teaching method. Key words: Lu Xun; “Kite”; teaching design nbsp; 　　《风筝》是鲁迅先生的散文诗集《野草》中的经典作品，原本选在人教版七年级《语文》上册第四单元，新近因其“多数文字对于初一学生来说，在理解上还存在一定难度”，初一学生“要理解鲁迅在《风筝》当中想要表达的内涵和深度，确实有一定局限性”[1]，而被删去。《风筝》究竟难不难，或者是究竟难在哪里呢？其实，没有难度的课文是没有价值的，那样就不需要老师，学生自己通过查阅相关文献也能明白。而一篇课文“偏难”与否，全看教师的教学是否能有效地帮助学生理解，这又取决于教师是否有科学合理的教学设计。鲁迅的《风筝》之“偏难”与否，亦应作如是观。教学设计是为了更好地帮助学生学而对教进行设计。虽然“语文课程标准”和“教师专业标准”中并没有对教学设计进行明确规定和硬性要求，但好的语文教学设计对于语文课堂效率来说起着至关重要的作用。从学生角度看，有助于推动学习者语文知识认知和技能的改变，促进其学习；从教师角度看，提高教师教学素养，促进其专业成长。