从任务到项目：单元学习任务实施策略——以高中语文必修上册“自然情怀”单元为例

From Task to Project: Implementation Strategies for Unit Learning Tasks—Taking the “Natural Sentiment” Unit in the First Volume of High School Chinese Compulsory Courses as an Example

摘要: 当前高中语文教学中，单元学习任务实施普遍存在抽象化、操作性不足等问题，其中“自然情怀”单元因文本兼具文学性与文化性，实际教学的开展难度更为突出。项目学习作为落实单元学习任务的核心实践载体，可通过整合情境、内容与资源，将抽象任务转化为活动化、可视化的语言实践，为知识内化与核心素养提升提供具体路径。实现单元任务到项目学习的有效转化，需依据“知识、能力、情感三重进阶”逻辑，同步构建“教学评一体化”闭环。通过将抽象任务拆解为文本精读、文化探究、创作实践三大层级模块，搭配结构化学习支架，依托多元评价贯穿全程，保障转化路径的可操作性，以实现目标、实践与评价的深度衔接，为学生语文核心素养发展提供切实支撑。

Abstract: At present, the implementation of unit learning tasks in high school Chinese teaching generally suffers from problems such as abstraction and insufficient operability. Among them, the “Natural Sentiment” unit, due to its texts’ combination of literary and cultural aspects, has a particularly prominent difficulty in implementation. Project-based learning, as the core practical carrier for implementing unit learning tasks, can transform abstract tasks into activity-based and visualized language practices by integrating situations, contents and resources, providing specific paths for knowledge internalization and the improvement of core literacy. To effectively transform unit tasks into project-based learning, it is necessary to follow the logic of “triple progression of knowledge, ability and emotion”, and simultaneously build a closed loop of “integration of teaching, learning and assessment”. By breaking down the abstract tasks into three hierarchical modules of text close reading, cultural exploration and creative practice, and providing structured learning scaffolds, and relying on diversified assessment throughout the process, the operability of the transformation path can be guaranteed, achieving a deep connection between goals, practices and evaluations, and providing solid support for the development of students’ core Chinese literacy.