用六步备课思维模型构建指向核心素养的课堂——以统编版语文四年级下册第二单元为例

Constructing a Classroom Oriented towards Core Competencies with the Six-Step Lesson Preparation Thinking Model—Taking Unit 2 of Grade 4 Chinese in the Unified Textbook as an Example

摘要: 《义务教育语文课程标准(2022年版)》突出学科特点，提炼了语文课程培养的学生核心素养，要求语文课堂教学从以教师的教为中心转向以学生的学为中心。指向学习进阶的“六步备课思维模型”由学习进阶理念、支架理论、教学评一体化视角、建构主义理论等多种理论作为支撑，以核心素养为引领，通过六个环节构建一堂指向核心素养的课堂。本文选取统编版语文四年级下册第二单元进行应用探索，并在此过程中提炼出该模型在落地时应注意的要点。

Abstract: The Curriculum Standards for Chinese Courses in Compulsory Education (2022 Edition) highlights the disciplinary characteristics, refines the core competencies of students to be fostered through Chinese courses, and requires Chinese classroom teaching to shift from being teacher-centered to student-centered. The “Six-Step Lesson Preparation Thinking Model” oriented toward learning progressions is supported by multiple theories such as the concept of learning progressions, scaffolding theory, the perspective of integrating teaching, learning, and assessment, and constructivism. Guided by core competencies, it constructs a core competency-oriented classroom through six links. This paper selects the second unit of Grade 4 Chinese Volume 2 (Unified Edition) for application exploration, and summarizes the key points that should be noted when implementing the model in this process.