数字赋能背景下中学语文教学设计的范式转型与路径创新

Paradigm Transformation and Path Innovation in Middle School Chinese Language Teaching Design under the Background of Digital Empowerment

摘要: 面对新一轮课改深入推进和数字技术广泛融入课堂的双重挑战，中学语文教学设计开启了范式转型的新时代。通过梳理近15年来关于此主题的核心文献，文章旨在探讨核心素养导向与数字技术赋能背景下，中学语文教学设计的新理念、新样态和新问题。研究发现，当前学界主要关注“核心素养”目标引领下，教学设计从“知识本位”向“素养本位”转向，具体表现为大单元教学、学习任务群、“教–学–评”一体化等新型的教学设计；同时，数字化时代，拓展语文教学资源边界、重构教学情境和革新评价方式已成为现实，催生了跨媒介学习、跨学科学习、数字化读写等新路径，也推动未来的中学语文教学设计走向核心素养与数字赋能有机融合的新范式。

Abstract: Facing the dual challenges posed by the deepening advancement of a new round of curriculum reform and the extensive integration of digital technology into the classroom, the design of secondary school Chinese language instruction has entered a new era of paradigm shift. By reviewing key literature on this topic from the past 15 years, this paper aims to explore new concepts, forms, and issues in secondary school Chinese language instructional design against the backdrop of a core literacy-oriented approach and the empowerment of digital technology. The research reveals that the academic community currently focuses primarily on the shift in instructional design from a “knowledge-centered” to a “competency-centered” approach, guided by “core competencies.” This shift is manifested in new instructional design models such as large-unit teaching, clusters of learning tasks, and the integration of “teaching, learning, and assessment.” Meanwhile, in the digital era, expanding the boundaries of Chinese language teaching resources, reconstructing teaching scenarios, and innovating evaluation methods have become a reality. This has given rise to new paths such as cross-media learning, interdisciplinary learning, and digital reading and writing, and is also propelling future Chinese language teaching design in middle schools towards a new paradigm that integrates core competencies with digital empowerment.