核心素养导向下初中英语阅读课多媒体与板书协同教学实践研究——以人教版(2024)八年级上册Unit 7 Ready for Tomorrow为例

Research on the Collaborative Teaching of Multimedia and Blackboard Writing in Junior High School English Reading Classes under the Guidance of Core Competencies—Taking the People’s Education Edition (2024) Grade 8, Unit 7, “Ready for Tomorrow” as an Example

摘要: 本研究以人教版(2024)初中英语八年级上册Unit 7阅读材料“Ready for Tomorrow?”为教学素材，选取城乡交界处九年制学校八年级(1)班48名学生为研究对象，针对该班级学生英语学习分层明显、依赖课件却难以识记知识的困境，开展多媒体与板书协同教学实践。旨在解答“多媒体与板书的关系如何”“二者各起什么作用”两大核心问题。通过教学实践、课堂观察与学生反馈分析，发现多媒体与板书在英语阅读课中可实现功能、内容、节奏与生成的多维互补，板书的逻辑梳理、重点提炼作用不可替代，二者协同能有效提升学生课堂参与度、知识掌握效率，兼顾不同层次学生学习需求。本研究为初中英语阅读课优化教学手段、促进核心素养培育提供实践参考。

Abstract: This study is based on the reading material “Ready for Tomorrow?” in Unit 7, the first volume of junior high school English Grade 8 People’s Education Edition (2024). Taking 48 students from Class 1, Grade 8, a nine-year school at the urban-rural junction as the research object, the cooperative teaching practice of multimedia and blackboard writing was carried out in view of the obvious stratification of English learning and the difficulty of memorizing knowledge by relying on courseware. It aims to answer two core questions: “What is the relationship between multimedia and blackboard writing” and “What role do they play?”. Through teaching practice, classroom observation and student feedback analysis, it is found that multimedia and blackboard writing can complement each other in function, content, rhythm and generation in English reading class, and the logical carding and key refining of blackboard writing are irreplaceable. Together, they can effectively improve students’ classroom participation and knowledge mastery efficiency, and take into account the learning needs of students at different levels. This study provides practical reference for optimizing teaching methods and implementing the cultivation of core literacy in junior middle school English reading class.