Hi! 请给我一份“大语文”秘诀@南通诺德安达 | Aspects of Chinese Teaching

都说数学教学是清清楚楚一条线，而语文则是模模糊糊一大片。这一说法，虽有失偏颇，但也描述出了语文教学外在形式上的一些特征，那就是有些“散”。知识点繁多，内在联系错综复杂，这也是很多学生和家长一直认为语文成绩很难提高的原因之一。其实，语文学习过程中的“散”，恰似散文的“散”，形散神聚的“散”。下面，就带您走进南通诺德安达的大语文教学，看看老师们是如何构建大语文教学的多维空间的。

语文素养的各种基本“因素”，包括基本的语文知识、必需的语文能力、适当的学习策略和学习习惯等。在教学过程中，教师从各单元的课文中选出一篇典型范文，抓住其中若干个知识或能力训练的“点”，给学生以方法指导，并组织学生讨论分析，最终总结归纳出相关知识点和方法。然后，再让学生依据所学知识和方法由浅入深、由易及难地自行分析单元内其他文本。这样，构成语文素养的各个“点“就像一颗颗小“种子”一样，从一个“点”发散出去，这便于学生语文知识的积累，能力的建构，素养的形成。

部编教材的目标序列化是语文教材编写史上的一大突破，具体体现在对语文要素的统筹规划。教材先按低、中、高的层次将语文要素罗列出来，从三年级开始按阅读和表达两个方面安排训练要素，每一册又有两个重点训练项目，这就为课程实施过程中序列化目标的实现奠定了基础。诺德安达学校小学部和中学部的集体教学研讨有效地厘清并分解了各年级的教学目标，互相协作，让教学有梯度地螺旋线形上升，力争从低到高序列化培养学生能力。

以教材中的“阅读策略”单元为例，三年级是“预测”，四年级是“提问”，五年级是“阅读与速度”，六年级是“有目的的阅读”，呈现层层递进的规律，前面的内容没教好，那么后面的学习便很难开展。又如同样是学习描写景物，三年级的要求是感受课文生动的语言，积累喜欢的语句；五年级要求体会课文中的静态描写和动态描写，学习描写景物的变化；到了八年级，就对学生更多要求，要求学生多角度、全方位地赏析并写作。

三年级《格林童话》的亲子阅读

“新课标”推出之后，整本书阅读迅速成为众所瞩目的焦点与热点。其实早在1941年，叶圣陶在《论中学国文课程标准的修订》中对“读整本的书”提到：“把整本书作主体，把单篇短章作辅佐”，这是叶老第一次明确提出要读整本书。诺德安达全球图书馆的创始人之一 David Robinson 也曾经说过，“阅读确实改变了人们的生活。它提高了所有学科领域的学术成果，并且经证实，还可以培养人的同理心。”

南通诺德安达学校从九月份起启动“中文阅读项目”，该项目旨在提高学生的阅读能力，培养学生良好的阅读习惯及持之以恒的毅力。为了让项目持续、有效地进行，根据国家课程标准，语文教研组制定了符合学生阅读规律的阅读计划并指定了每月必读书目和选读书目。教师在阅读前提示方法，在阅读中进行指导，并在阅读后组织讨论，最终让学生享受阅读，在阅读中成长。

跨年级合作排演绘本剧 《小房子变大房子》

七年级荐书海报《朝花夕拾》

南通诺德安达学校的中西融合课程，也为语文教学提供了无限可能。在学习内容上，学生既可以从IPC和IMYC的课程中汲取写作素材，又能了解国际上全人类共同关注的“现代”知识；在教学和学习方法上，既保留中国基础扎实的学习方法，同时引入培养学生终身学习能力学习技能，如探究式学习，跨学科整体化学习等；在评估方式上，评估方式更多元化，既有试卷考试，也有真实性解决实际问题的评估，每个学生都可以用他擅长的方式展示他们的学习成果。

六年级的融合课程

联系我们：

招生老师：赵老师，吴老师

联系电话：0513-89183800

联系邮箱：info.nantong@nasnantong.cn

学校官网：www.nasnantong.cn

学校地址：江苏省南通市苏通科技产业园区江成路99号

学校官方微博：NASNantong南通诺德安达

People say that the teaching methods of mathematics are clear, while the ones of Chinese are inexplicit. Although this statement is biased, it still reflects a feature of the Chinese teaching-- “fragmented”. Some students and their parents think it is difficult to make progress in Chinese, one of the reasons is so much inter-related knowledge required to access. In fact, although the knowledge of Chinese is fragmented, its essence is not so.  Here I would like to introduce the “Chinese teaching in a broad sense” (大语文教学) of NAS Nantong to help you understand how different perspectives lead to different teaching approaches.

The essential “components” of the Chinese literacy

The essential “components” of the Chinese literacy include basic knowledge, language ability, learning strategies and study habits.  In the course of teaching, one typical essay will always be chosen from each unit with the contents of training students’ ability, and then teachers provide students with study methods and organize their discussion, finally make a summarization. After that, students will be asked to learn the other contents by themselves in order of difficulty according to the knowledge and methods they have studied. In this way, these fragments are like seeds which can sprout, and then students will promote their literacy by a good grasp of knowledge and abilities.

The serialization of teaching objectives

“The serialization of teaching objectives”（目标序列化） in the Textbooks Prepared by the Ministry of Education (部编教材) is a great breakthrough of textbook compilation, which is embodies in the overall planning of “basic elements of Chinese” (语文要素).  The basic elements of Chinese are divided by different levels in the textbooks, while from the Year 3, the learning elements are arranged on the basis of Reading Comprehension（阅读） and Communication Skills(表达), and there are two focal points in each volume, which have laid a foundation for realizing the serialization of teaching objectives. At Nord Anglia Education, the teaching workshops for both Primary and Secondary Sections help teachers clarify the teaching objectives of each grade and break them down into steps in order that they collaborate with each other to improve their teaching levels, and then help their students enhance the learning abilities.

Take the module “the Reading Strategies” in the textbooks as an example, its theme is “Prediction” for Year 3,  “Enquiry” for Year 4, “Reading and Speed” for Year 5, “Reading with Purposes ”for Year 6, it is a progressive process. It will be hard to keep on learning for the students if they have a poor grasp of the previous lessons. For another example, regarding the description of scenery, the requirements for the students in Year 3 are to appreciate vividness of the language and to accumulate favorite expressions; while for the ones in Year 5, they should be able to appreciate both static and dynamic descriptions, and learn the depiction of the scenery changes; then when they are in Year 8, they will be asked to appreciate and write from various perspectives.

Parent-child book-reading of “Grimm's Fairy Tales” from the students in Year 3

The whole book reading

After setting the New Curriculum Standards(新课标), “the whole book reading”（整本书阅读） has come under the spotlight quickly. In fact, as early as 1941, Ye Shengtao had mentioned “the whole book reading” in  “On the revision of Chinese curriculum standards in middle schools”（《论中学国文课程标准的修订》）, he said, “we should take ‘the whole book reading’ as the main learning approach, and take‘the individual articles’as the subsidiary one.” That was the first time he proposed it. “Reading has changed people’s lives and has improved our academic performances across all the disciplines, in addition, it is proven that it also can help build empathy” , the co-founder of the global library in Nord Anglia Education, David Robinson said.

We have started “the Chinese Reading Programme” since this September in NAS Nantong, which aims to improve students’ reading comprehension and to develop their good habits and perseverance. According to “the New Curriculum Standards”, the Department of Chinese has created reading plans that are consistent with their habits, and they also have provided the list of required and recommended readings in order to carry on this Programme efficiently. Teachers will provide methods and guidance before and during the reading respectively, and then organize their discussion after the reading so that the students can enjoy it and benefit from it.

The rehearsal for a stage play adapted from the picture book“A Squash And A Squeeze”     

The posters for the recommended book “Dawn Blossoms Plucked at Duck” （《朝花夕拾》）from the students in Year 7

Enriched teaching resources from our blended curriculum

The blended curriculum of NAS Nantong to offer the best of eastern and western education has enriched teaching resources greatly. When it comes to the learning contents, students can not only get writing inspiration from the courses of IPC and IMYC, but also understand the “modern” knowledge that interest the whole world; in terms of teaching and learning approaches, we will help them become lifelong learners based on a solid foundation of education, e.g. inquiry based learning and interdisciplinary learning; in regard to assessment methods, they are more diversified, ranging from test papers to evaluation of the ability to solve real problems, every student can present the academic results in a way he/she is good at.

Blended curriculum learning from the students in Year 6

联系我们：

招生老师：赵老师，吴老师

联系电话：0513-89183800

联系邮箱：info.nantong@nasnantong.cn

学校官网：www.nasnantong.cn

学校地址：江苏省南通市苏通科技产业园区江成路99号

学校官方微博：NASNantong南通诺德安达