语文说课中“说学情”的理解与实施  

Comprehension and Implementation of"Talking About Learning"in Chinese Lesson-telling Classes

作　　者：邹钱华 安丽娟 ZOU Qianhual;AN Lijuan(School of Literature and Journalism,Shangrao Normal University,Shangrao Jiangxi 334001,China;School of Educational Science,Shangrao Normal University,Shangrao Jiangxi 334001,China)

机构地区：[1]上饶师范学院文学与新闻传播学院,江西上饶334001 [2]上饶师范学院教育科学学院,江西上饶334001

出　　处：《上饶师范学院学报》2022年第1期110-114,120,共6页Journal of Shangrao Normal University

基　　金：江西省基础教育课题(SZUSYYW2020-1027)。

摘　　要：当前,教育界对语文说课中“说学情”关于“在何处说”“说什么”的定位不明。在具体的说课过程中,围绕以“说学情”为主的语文说课存在三种说课模式,即教材中心模式、学生中心模式、教师中心模式。在“说学情”的时候,教师应做到因说课类型规范说课程序、因听课对象取舍说课内容、因说课宗旨彰显教学理念,力求说清楚、说明白。A present, the positioning of "where to say" and "what to say" in "talking about learning" of Chinese lesson-telling classes is unclear in the education sector. This paper holds that in the specific process of lesson telling, there are three lesson-telling modes around “talking about learning”, namely textbook-centered mode, student-centered mode and teacher-centered mode. When talking about the learning situation, teachers should standardize the lesson telling procedure according to the lesson telling type, choose the lesson telling content according to the listening object, highlight the teaching concept according to the lesson telling purpose, striving to talk about the learning situation clearly and explicitly in Chinese.

关 键 词：语文说课 说学情 实施建议 

分 类 号：G633.3[文化科学—教育学]