基于“具身感知–对话明理”双路径的项目式学习设计研究——以《苏武传》为例

A Study on the Design of Project-Based Learning Based on the Dual Paths of “Embodied Perception - Dialogical Reasoning”—Taking “The Biography of Su Wu” as an Example

摘要: 中华传统文化经典研习学习任务群中的篇目存在着所涉历史背景距现代遥远，文中存在大量古今异义词、特殊句式，学生理解起来存在隔阂；教师仍采用传统串讲式教学逐字逐句翻译，梳理重点字词，学生被动记录笔记，学生对文言文中蕴含的中华传统品质的理解甚微等问题。针对此困境，笔者基于项目式学习，从感知到明理，创设真实情境，设置对话交流，以《苏武传》为例，紧扣学生核心素养要求，探究中华传统文化经典研习学习任务群的有效教学途径，以促进学生核心素养的发展，传承并发扬中华传统文化中所蕴含的宝贵精神。

Abstract: In the “Traditional Chinese Cultural Classics Study” learning task group, the selected texts face several challenges in teaching and learning. Firstly, the historical backgrounds involved are far removed from the modern era, creating a temporal gap for students. Secondly, the texts contain a large number of words with different meanings between ancient and modern Chinese, as well as special sentence structures, which further hinder students’ comprehension. Moreover, many teachers still adopt the traditional “detailed lecture” teaching method—translating the texts word by word, sorting out key words and phrases, while students passively take notes. As a result, students have a very limited understanding of the traditional Chinese virtues embodied in classical Chinese texts. To address these dilemmas, the author, taking “The Biography of Su Wu” as an example, explores effective teaching approaches for the “Traditional Chinese Cultural Classics Study” learning task group based on Project-Based Learning (PBL). Following a progression from “perception” to “reasoning”, the design creates authentic learning scenarios and incorporates dialogical communication activities. Closely aligned with the requirements of students’ core competencies, this study aims to promote the development of students’ core competencies and inherit and carry forward the precious spirits embedded in traditional Chinese culture.