“研学后教”理念下小学语文生长课堂的建构与实施

【摘  要】杜威说，“教育即生长”。笔者遵循“把时间还给学生，让问题成为中心，使过程走向成功”的“研学后教”核心理念，建构“小学语文生长课堂”，并付诸课例实践，形成基本教学模式，达成对学生进行语言文字训练、核心素养和能力提升的目的。

【关键词】小学语文;生长课堂;研学后教

中图分类号：G623.2      文献标识码：A      文章编号：0493-2099（2021）32-0056-02

Construction and Implementation of Primary School Chinese Development Classroom under the Concept of "The Teaching After Research Study "

（Shigang Primary School， Panyu District， Guangzhou City， Guangdong Province， China） PIAOYing

【Abstract】Dewey said， "Education is growth." The author follows the core concept of “The Teaching After Research study”of “return the time to the students， let the problem become the center， and make the process successful”， constructing a “primary school Chinese growth classroom” and putting it into practice to form a basic teaching model to reach a right  purpose of students' language training， core literacy and ability improvement.

【Keywords】Primary school Chinese; Growth of classroom;The teaching after research study

一、小學语文生长课堂的不足及意义

（一）对“研学后教”课堂的反思

“研学后教”课堂教学已经进入“深水区”，但深入观察“研学后教”课堂，仍然存在教师到了阅读理解教学环节不知所措，策略简单，导致研学问题不聚焦，学生主体地位不突出，学习方法比较单一的问题。