在真实情境中走向有意义的表达 | 二年级语文区级教研活动在圣华紫竹双语学校圆满举行

近日，以“聚焦语言实践强化读写策略”为主题的闵行区小学语文二年级区级教研活动，在上海圣华紫竹双语学校顺利举行。统编教材二年级下册第七单元以“接纳与改变”为人文主题，编排了四篇哲理童话。单元写话主题为“我想养小动物”。“在真实情境中，走向有意义的表达”成为本次教研活动的核心命题。

Recently, the Minhang District G2 Chinese teaching research event took place at SHZS. Unit 7, with the theme “Acceptance and Change,” features four philosophical fairy tales. “Toward meaningful expression in authentic contexts” became the core proposition of this event.

课例展示：从“文本研读”走向“表达迁移”

Lesson Demonstrations:

From Text Study to Expressive Transfer

第一节课由上海市七宝实验小学的杨启老师执教阅读课《小毛虫》（第一课时）。杨老师紧扣单元语文要素，以“感受小毛虫的成长变化”为主线，巧妙搭建语言支架。课堂上，杨老师引导学生通过对比朗读，感受小毛虫的“可怜”；通过动作体验，让学生理解“九牛二虎之力”与“挪动”的艰辛；通过板书提示，帮助学生梳理故事脉络，鼓励学生借助提示词讲述故事，从而提升学生的语言表达能力。整堂课在潜移默化中渗透了“抓住特点、有序表达”的写作方法，为后续的写话创作提供了更加规范的语言范式。

Ms. Yang Qi from Shanghai Qibao Experimental Primary School taught a reading class on “The Little Caterpillar”. Using “experiencing the caterpillar’s growth and change” as the main thread, she built language scaffolds through comparative reading, physical experience, and board prompts—helping students organize the story and prepare for future writing tasks.

上海圣华紫竹双语学校刘菁老师执教的《我想养小动物》写话课，构建真实交际语境，为低段写话教学注入了深刻的育人内涵。刘老师打破了传统写话教学的机械范式，将课堂转化为“打动父母同意养宠”的真实生活场域。她不仅通过“萌宠乐园”视频与“家长顾虑”问卷激活了学生的感官与认知，更以“外形抓特点、习性抓动作”为方法支架，引导学生完成从感性抒发到理性表达的跨越。尤为可贵的是，通过模拟“打动”挑战，刘老师成功引导学生从“我想养”的单向意愿，进阶至“我能养”的责任担当，让写话成为解决真实问题的沟通桥梁。

Ms. Liu Jing from SHZS taught “I Want to Keep a Small Pet”, creating an authentic context of “convincing parents to agree”. Videos and parent-concern surveys activated students’ senses and cognition, while scaffolds like “capture appearance through details” guided students from emotional expression to rational communication. Through the challenge of “convincing,” she successfully led students from “I want to keep one” to “I can keep one”, turning writing into a tool for solving real problems.

主题交流：解码“三真驱动”的写话教学新范式

Thematic Exchange:

The “Three Realities” Writing Paradigm

在随后的主题微项目论坛中，上海圣华紫竹双语学校的卜筱岚老师进行了《真实体验与情境驱动下小学低段写话教学实践研究》的专题分享。卜老师基于《义务教育语文课程标准（2022年版）》的要求，深度剖析了写话教学的三大痛点。她提出，解决之道在于构建“三真”驱动的教学闭环：一是“真实体验”先行，通过校园观察、校外实践、家庭采访等方式解决“无米之炊”；二是“真实任务”驱动，将写话转变为“打动父母”的沟通载体，以此唤醒内驱力；三是“真实反馈”闭环，通过“家庭议事会”让家长成为“项目合伙人”，让写话拥有真实读者，在真实情境中，走向有意义的表达。

In the thematic micro-project forum, Ms. Bu Xiaolan from SHZS shared a study titled “Teaching Practice Based on Authentic Experience and Contextual Drivers.” Based on the 2022 curriculum standards, she analyzed three major pain points in writing instruction and proposed a “Three Realities” loop: authentic experience (content), authentic tasks (motivation), and authentic feedback (real readers)—moving writing toward meaningful expression in authentic contexts.

评课议课：从“静态预设”走向“动态生成”

Lesson Evaluation: From Static to Dynamic

上海戏剧学院附属小学宓雯珍老师进行现场评课。她肯定了杨启老师在《小毛虫》一课中以“成长变化”为主线、巧妙搭建语言支架的教学设计。杨老师通过对比朗读、动作体验、板书梳理等多元策略，帮助学生清晰把握小毛虫从“可怜”到“蜕变”的变化过程，有效培养了学生有序表达的能力，体现了阅读教学与写话训练的有机融合。同时，她建议在教学中可将小毛虫“坚持不懈、不自卑不悲观”的品质内容适当前移渗透，让学生在感受变化的同时，更早地感知文本的精神内核，为后续写话中“表达真情实感”奠定更坚实的情感基础。

Ms. Mi Wenzhen from Min Hang Affiliated School To Shang Hai Theatre Academy provided on-site evaluation. She affirmed the use of comparative reading, physical experience, and board organization to help students grasp the caterpillar’s transformation. She suggested bringing forward the lesson on perseverance and self-acceptance to build a stronger emotional foundation for writing.

最后，区兼职教研员董倩萍老师对本次活动进行总结。她指出，语文教学应深度锚定真实学习情境，坚持“学用相长”的实践逻辑，在“学以致用、以用促学”的闭环中推动学生核心素养螺旋上升、真实落地。针对课堂支架的搭建，她指出应超越静态预设的局限，在师生深度互动的动态生成中，让支架真正成为思维外显与认知进阶的助推器。

Ms. Dong Qianping concluded that Chinese teaching should anchor in authentic contexts, follow the logic of “learning through application,” and foster core competencies through dynamic teacher-student interaction.

谈及微项目化学习的实施路径，董老师提出要精准把握其“任务聚焦、周期短、易落地”的学科特质，以驱动性任务为引擎，紧扣学科核心知识，引导学生在深度探究中形成公开成果，并构建多元评价体系，实现微项目与日常教学的无缝融合与深度互嵌。她寄语全体教师：优质课堂离不开反复的研磨与迭代，教师需以新课标为根本遵循，将前沿理念转化为具体教学行为，始终坚持以生为本，在尊重学情、呵护童心中优化设计，赋能每一位学生成长。

On micro-project-based learning, she advised grasping its disciplinary traits of “focused tasks, short cycles, and easy implementation”. She encouraged all teachers: quality lessons require repeated refinement and iteration. Teachers must follow the standards, translate concepts into teaching actions, always remain student-centered, and optimize instruction while respecting students’ needs and protecting their innocence.

本次教研活动不仅展示了闵行区小学语文教师在“双新”背景下对阅读、写话教学的深度思考与实践探索，更为全区低段写话教学提供了可复制、可推广的“情境+体验”教学路径。活动虽已落幕，但关于“如何让儿童的表达真实且富有意义”的探索仍将继续。

This event showcased teachers’ deep thinking on reading and writing under the “Double New” context and provided replicable “context + experience” pathways for lower-grade writing instruction. The exploration of how to make children’s expression truly meaningful continues.