基于蒙古语文学科核心素养培养的混合式学习课程设计
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摘要
近年来,将传统课堂教学与在线学习相结合的混合式学习课程得到了广泛关注。针对当前蒙古语文教学存在的学生流失率高、核心素养培养无法落地,语言能力培养单一低效、忽略其他素养培养,课程设计理念落后、教学评价及反馈滞后等问题,从民族地区中小学蒙古语文教学的现实境遇入手,详细论述了蒙古语文学科核心素养的界定和内涵。提出混合式学习课程在培养学生的蒙古语文语言能力、文化品格、高阶思维及学习能力四方面的可行路径,以期提高蒙古语文教学质量,促进民族地区双语教育信息化的发展。
In recent years,blended learning,which combines traditional classroom teaching with online learning,has attracted wide attention. In view of a high rate of student absence in the current Mongolian language teaching,poor implementation of core literacy training,simple and inefficient language ability training,backward curriculum design concept,lagging teaching evaluation and feedback,from the realistic situation of Mongolian language teaching in primary and secondary schools in minority areas,this paper expounds the definition and connotation of Mongolian language core accomplishment. It puts forward a feasible way to train the students′ Mongolian language ability,learning ability,advanced thinking ability and cultural character,in order to improve Mongolian language teaching and the informationizing of bilingual education in ethnic areas.
In recent years,blended learning,which combines traditional classroom teaching with online learning,has attracted wide attention. In view of a high rate of student absence in the current Mongolian language teaching,poor implementation of core literacy training,simple and inefficient language ability training,backward curriculum design concept,lagging teaching evaluation and feedback,from the realistic situation of Mongolian language teaching in primary and secondary schools in minority areas,this paper expounds the definition and connotation of Mongolian language core accomplishment. It puts forward a feasible way to train the students′ Mongolian language ability,learning ability,advanced thinking ability and cultural character,in order to improve Mongolian language teaching and the informationizing of bilingual education in ethnic areas.
引文
[1] 中华人民共和国教育部.内蒙古自治区中长期教育改革和发展规划纲要(2010～2020年)[EB/OL].(2011-04-12)[2018-12-20].http://www.imufe.edu.cn/old/jxpg/xwdt/201501/t20150108_102262.html.
[2]侯哈申.关于呼和浩特地区民族中学加授蒙古语文教学研究[D].呼和浩特:内蒙古师范大学,2012.
[3]崔琳琳.第二语言习得研究[M].北京:首都师范大学出版社,2000:52.
[4]程晓堂,赵思奇.英语学科核心素养的实质内涵[J].课程·教材·教法,2016,36(5):79-86.
[5]布日古德.汉语授课加授蒙古语文教学目标与要求研究——以黑龙江省蒙古族中小学为例[J].中国民族教育,2017(11):53-55.
[6]黄荣怀,马丁,郑兰琴,等.基于混合式学习的课程设计理论[J].电化教育研究,2009(1):9-14.
[7]Suaréz E T.A behavioral systems analysis of textbook quality improvement[D].Lansing:Western Michigan University,2001.
[8]刘启迪.中国课程改革需要文化自觉与文化自信[J].当代教育科学,2012(22):14-17.
[9]刘全国,何旭明.藏汉英三语环境下外语课堂文化建构[J].西藏大学学报(社会科学版),2012,27(2):156-160.
[10]林莉兰.西方语言自主学习能力测评范式转变及对我国外语自主学习研究的启示[J].中国特殊教育,2014(5):91-96.
[2]侯哈申.关于呼和浩特地区民族中学加授蒙古语文教学研究[D].呼和浩特:内蒙古师范大学,2012.
[3]崔琳琳.第二语言习得研究[M].北京:首都师范大学出版社,2000:52.
[4]程晓堂,赵思奇.英语学科核心素养的实质内涵[J].课程·教材·教法,2016,36(5):79-86.
[5]布日古德.汉语授课加授蒙古语文教学目标与要求研究——以黑龙江省蒙古族中小学为例[J].中国民族教育,2017(11):53-55.
[6]黄荣怀,马丁,郑兰琴,等.基于混合式学习的课程设计理论[J].电化教育研究,2009(1):9-14.
[7]Suaréz E T.A behavioral systems analysis of textbook quality improvement[D].Lansing:Western Michigan University,2001.
[8]刘启迪.中国课程改革需要文化自觉与文化自信[J].当代教育科学,2012(22):14-17.
[9]刘全国,何旭明.藏汉英三语环境下外语课堂文化建构[J].西藏大学学报(社会科学版),2012,27(2):156-160.
[10]林莉兰.西方语言自主学习能力测评范式转变及对我国外语自主学习研究的启示[J].中国特殊教育,2014(5):91-96.