[SSI Learning]第八期沙龙纪要：梁捷——语文的核心素养
Minutes of the eighth cloud salon: Jie Liang’s understanding of Chinese core competencies

社会性科学议题的方案设计和实践过程旨在促进学生发展核心素养、学科核心素养的整合性提升。为帮助教师厘清相关内涵和意义，AISL特邀学科指导专家、国家语文课程标准修订组核心成员、北京五中特级语文教师梁捷于2021年1月6日19:30-21:30在腾讯会议分享自己对语文学科核心素养的理解。下文为梁捷老师报告的主体内容，供大家学习借鉴。

从蔡元培先生的“一种思想之产生，一种科学学说之成立，断非偶然之奇迹。…”出发，梁老师指出虽然有些老师认为新课程、新教材和新高考全是陌生的、新的，但其实是在原有基础上的继承和发展。接着，梁老师从语文学科核心素养的上位理念、语文四项学科核心素养的内涵以及落地的关键三个方面，结合语文学习具体案例谈对学科核心素养的理解。

一、《我国学生核心素养指标框架》

梁老师简要介绍了教育部哲学社会科学研究重大课题——《我国学生核心素养指标框架》研究结果不断完善的过程。最初的指标框架为十二因素，全面发展的人的核心素养应该分为社会参与、文化修养和自主发展三个方面，每个方面又有四项内容；随着不断完善，形成九因素，全面发展的人的核心素养分为社会参与、文化修习和自我管理三个方面，每个方面有三项内容；最终公布的指标框架为六因素，全面发展的人的核心素养分为自主发展、文化基础和社会参与三个方面，每个方面有两项内容，如社会参与包括责任担当和实践创新。梁捷总结到：有了对我国学生核心素养指标框架的深入研究，才有了我国高中语文课程标准的修订。

二、语文四项学科核心素养的内涵

梁老师解读了语文四项学科核心素养。语文的学科核心素养包括① 语言建构与运用，具体如语言积累和建构、语言交流与沟通和语言梳理与探究；② 思维发展与提升，具体如发展形象思维、发展逻辑思维和提升思维品质；③ 审美鉴赏与创造，具体如增进对祖国语文的美感体验、鉴赏文学作品和美的表达与创造；④ 文化传承与理解，具体如传承中华文化、理解多样文化和关注参与当代文化。

图1   语文学科核心素养

梁老师认为语文教学改革一直在变与不变中回归。就语文来说，课程标准的修订、四项学科核心素养的提出其实都是回归于语文教学的本质。引用顾明远先生的“未来的教育不管时代如何变革，但有一点是不变的，即立德树人，培养高尚的人格，尊重人、尊重世界和平、尊重人类尊严，培养学生的批判性思维”，梁老师指出不变的是教育本质，变的是随着时代和科技而发展的课程、课堂与技术，并以具体的学分、课时和课程设置等变化为例进行讲解。梁老师认为一线教师要始终关注课堂和技术的变化，要在变化和改革中发现问题，并将其转化为课题，以此丰富自身专业发展，提升教科研能力。

梁老师通过引经据典进一步阐释了语文教学中的变和不变。例如“博学之、审问之、明辨之、深思之、笃行之”对应着现在的研究性学习，博学对应着拓展教学资源，设置多元情境；审问对应着有效的提问，详尽深入的提问；明辨对应着有比较，有思考；深思对应着深入的思考研究的途径，最后笃行对应着实践运用。“知之者不如好之者，好之者不如乐之者”对应于现在的兴趣学习，激发动机等；“礼、乐、射、御、书、数”对应着多元智能理论。《侍坐章》就是现行的情景学习，其中包含师生观、人生规划、个性发展、价值判断和评价等内容。梁老师认为许多现行的教学理论，在我国传统教育中古已有之，并总结到教育质量的根本是人的质量，我们有时忽略了语文教学的育人本质，无论是古代人还是现代人的发展，都离不开四项语文素养的综合提升。

随后，梁老师通过三个教与学的案例，引发大家对进一步理解学科核心素养的思考。第一个例子是四川什邡山区孩子们的两幅作品（“不做井底蛙”和“奋斗的小鸟”，见图2），同学们小组合作认领、美化井盖，小组通过设计、合作完成主题涂鸦，这其实就是学习情境和生活情景下的任务，和作文的立意相似，通过绘画语言来表达自己的思想或情感，而在呈现过程中就体现了思维品质、审美创造和文化传承以及情感态度和价值观。第二个例子是北京化工附中高一年级必修一的任务群教学，在教师的鼓励和指导下，教师和学生共同创作，并不失时机地进行评价，比如标题可以指明写诗背景，描摹现实场景是实写还是追忆往事等知识穿插进去，从而促进教学相长。第三个案例是北京中学高一年级学生读整本书选题地聊天记录，通过小组四个学生探讨要读哪本书？从那个角度切入？怎么做读书报告等一系列讨论和聊天记录，学生自主学习，启迪思维。引用“苟日新，日日新，又日新”（《礼记·大学》引汤之《盘铭》），梁老师总结到其实所谓的新教材、新高考、新课标都不是新的，是回归到了学科教学的本质而已。

图2   四川什邡山区孩子们的两幅作品

接着，梁老师以两道中高考命题讲解素养评价在中高考命题中明确、坚定地发展着。2019年南京市一道语文中考题就体现了新课程学业质量标准描述下的情景问题的部分，通过一诗一文放在一起读，就不再停留在浅层的知识点的考查上，而是需要学生思维和阅读能力，在考查形式上，通过小明在学语文，模拟现实学习情境，并进行评价和解答。去年江苏省的一道高考题，通过阅读非连续性文本，考查学生运用空间想象力去理解图形能力，指导教学重视学生多种思维方法的掌握。而对于教师专业化发展的启示在于，要补上脑科学研究发展这一课。梁老师进一步指出良好的思维品质包括深刻性、敏捷性、灵活性、批判性和独创性五个方面，其中深刻性最为重要，并以多组图片以及重点大学自主招生考试等事例进行说明。

图3   江苏省语文高考题示例

三、语文核心素养的落地关键

梁老师指出语文核心素养的落地关键在于“整合”和“学习活动”。在语文课程标准里“整合”出现21次，其分别代表了为什么整合、整合什么、怎样整合和怎样评价等内容；“学习活动”在课标中出现20次，其指向明确学习活动的目的、前提、类型、把握其途径和内容等。活动也会有启示性、陶冶性、参与性、体验性与探究性等特点。

梁老师以“游学是带着任务行走”这一案例讲解在真实情景下，以任务为目标，将整合后的学习活动（阅读与鉴赏、表达与交流、梳理与探究）含在具体任务下综合完成。在游学出发前编写行前册，所有材料、插图都是学生课下完成，包括去目的地的路线、产业、文化、美食、作家等等方面；在游学中对具体课题进行调研，并于游学后形成行后册。梁老师总结到核心素养并不是标签，而是有具体可以操作的方面和方法，这些都可以拆分到各学科教学内容中。而语文的四项学科核心素养之间互相交叉，必须通过整合和学习活动来落地。

图4   语文学科的核心价值

四、交流讨论

山东省威海市教育教学研究中心初中教研室主任张涛提问，语文学科的大概念是怎样体现的？其与学科素养之间的关系？梁老师回应，所谓的学科大概念依然还是学科的核心素养，然后再去结构化。进而我们如何把它分解，在我们的教学里得以体现。学科的大概念就是它的教育本质，语文学科的本质就是发展学生的四项核心素养，而四项学科核心素养是互相包容、互相交叉，它又是整合的。

沙龙主持人，北京师范大学中国基础教育质量监测协同创新科学提升部主任林静指出，通过梁老师的报告，我们可以进一步认识到各个学科在培养学生思维、发展学生核心素养方面的相通之处，例如语文学科和科学学科都要发展学生逻辑思维、表达交流能力等。另外，梁老师不仅提到了古代哲学思想中的科技思想，还包括教学思想、多元智能以及如何学习等，也由此让我们进一步感受我国传统文化中的精髓之处。我们要如何传承中国优良传统文化，培养具有中华民族特性的学生，这是育人的关键之处，在SSI-L项目研究之中应加以重视。

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The program design and practice process of social-scientific issues aim to promote the integration of students’ core competencies and subject literacy. To help teachers clarify the relevant connotations and meanings, AISL has invited Liang Jie, a special-ranked Chinese teacher of Beijing No. 5 High School and subject expert, to share her understanding on Chinese core competencies via Tencent Meeting from 19:30-21:30 on January 6, 2021. You can find the following main part of her report for your reference.

Starting from the words of Mr. Cai Yuanpei, “the emergence of a thought, or the establishment of a scientific theory, is no accidental miracle. …”, Ms. Liang pointed out that although some teachers thought that the new curriculum, new teaching materials and new college entrance examination were nothing but completely new, those were in fact the inheritance and development based on the original foundation. After that, she talked about her understanding on subject core competencies from three aspects with specific cases of Chinese learning, namely, the broader concept of Chinese core competencies, the connotation of the four Chinese core competencies and the key to their implementation.

I. Framework of Core Competencies Indicators for Students in China

Ms. Liang briefly introduced the continuous improvement in the results of the research on “Framework of Core Competencies Indicators for Students in China”, a major philosophical and social science research project of the Ministry of Education. The initial indicator framework included twelve factors, and the core competencies of a fully developed person should be divided into three aspects of social participation, cultural cultivation and autonomous development, each with four more contents; with continuous improvement, nine factors were formed, and the core competencies of a fully developed person was then divided into three aspects of social participation, cultural cultivation and self-management, each with three content. The final published indicator framework includes six factors, and the core competencies of a fully developed person is divided into three aspects of autonomous development, cultural accomplishment and social participation, with two elements in each aspect, i.e., social participation including responsibility and innovation. Liang Jie concluded that: with the in-depth study of our students’ core competencies indicators framework, the revision of our high school Chinese curriculum standards came into being.

II. Connotation of the four Chinese core competencies

Ms. Liang explained the four core competencies of Chinese subject, which include (1) language construction and application, such as language accumulation and construction, language exchange and communication, and language sorting and inquiry; (2) the development and enhancement of thinking, such as the development of figurative thinking and logical thinking, as well as the enhancement of the quality of thinking; (3) aesthetic appreciation and creation, such as enhancing the experience of the beauty of the mother tongue, appreciating literary works, and expressing and creating beauty; (4) cultural inheritance and understanding, such as the inheritance of Chinese culture, the understanding of diverse cultures and the participation in contemporary culture.

Ms. Liang believes that the Chinese teaching reform has always been a return to changes and constancy. In the case of Chinese subject, the revision of curriculum standard and the introduction of the four core competencies of the subject are actually a return to the essence of Chinese teaching. Quoting Mr. Gu Mingyuan’s saying, “No matter how the future education changes, one thing remains the same, that is, to establish morality, nourish noble character, respect human beings, respect world peace, respect human dignity, and cultivate students’ critical thinking”, Ms. Liang pointed out that the essence of education remains constant, and what has changed is the curriculum, classroom and technology that have developed with the times and technology, and explained with specific examples of changes in credits, class hours and curriculum setting. Ms. Liang believed that front-line teachers should always pay attention to the changes in the classroom and technology, find problems in the changes and reforms, and then turn them into topics to enrich their professional development and improve their teaching and research ability.

Ms. Liang further explained the changes and constants in Chinese teaching by quoting classics. For example, the phrase “to learn, to question, to discern, to think deeply, and to practice” corresponds to the current research study, and “to learn” corresponds to expanding teaching resources and setting multiple contexts; “to question” corresponds to effective, detailed and in-depth questioning; “to discern” corresponds to comparing and thinking; “to think deeply” corresponds to thinking deeply about the ways of research, and finally, “to practice” corresponds to practical application. The saying that “one who knows is not as good as the one who likes, and the one who likes is not as good as the one who enjoys” corresponds to the current interest in learning and motivation; “ritual, music, archery, driving, calligraphy, and mathematics” corresponds to the theory of multiple intelligences. The “Chapter of Standing at Confucius’ Side in Attendance” is the current situational learning, which includes the teacher-student view, life planning, personality development, value judgment and evaluation, etc. Ms. Liang believed that many of the current teaching theories are already existing in our traditional education. She concluded that the fundamental quality of education is the quality of human beings, and we sometimes overlook the nurturing nature of Chinese teaching. The development of both ancient people and modern people cannot be separated from the comprehensive improvement of the four core competencies of Chinese.

Afterwards, Ms. Liang used three teaching and learning examples to stimulate everyone’s thinking on further understanding the core competencies of the subject. The first example was two pieces of artwork by children in the mountainous area of Shifang City, Sichuan (“Not to be a frog at the bottom of the well” and “struggling bird”, see Figure 2). The students worked in groups to beautify the manhole cover. Each group completed the theme graffiti through design and cooperation. That was actually a learning situation and a task in real life, with a similar intention of an essay, aiming to express one’s thoughts or feelings through the language of painting. In the process of presentation, it reflected the quality of thinking, aesthetic creation and cultural inheritance, as well as emotional attitudes and values. The second example was the task group teaching in senior one of High School Affiliated To Beijing University Of Chemical Technology. Under the encouragement and guidance of the teacher, both the students and the teacher worked to create together, and gave comments and feedback appropriately, for example, the title could indicate the background of writing the poem, and the knowledge of whether the depiction of realistic scenes was realistic or retrospective could be interspersed, etc., thus promoting teaching and learning among the teacher and the students. The third case was a chat record of reading books of senior one students of Beijing Academy. Each group of four students discussed which book to read, from what angle, and how to make book reports, etc. Through a series of discussions and communication, students learned independently and enlightened their thinking. Quoting the phrase “If you can improve yourself in a day, do so each day, forever building on improvement” (The Book of Rites – The Great Learning cited from Tang’s “Plate Inscription”), Ms. Liang concluded that the so-called new textbooks, new college entrance exams, and new curriculum standards were actually not new, but were just a return to the essence of subject teaching.

Then, Ms. Liang explained the clear and firm development of literacy assessment in entrance examination for secondary school and college. In 2019, there was a test item appeared in the Chinese subject of the entrance examination for secondary school in Nanjing, which reflected the highlights of situational questions under the description of the new curriculum academic quality standard. By reading a poem and a text together, it no longer stayed on the test of shallow knowledge points, but required students’ thinking and reading ability. In the form of test, it depicted a figure, Xiaoming, who was learning Chinese, to simulate a realistic learning situation and ask students to give comments and answers. Last year, in the college entrance examination of Jiangsu Province, there was an item testing students’ ability to use their spatial imagination to understand shapes by reading discontinuous texts, directing teaching to value students’ mastery of multiple ways of thinking. And the insight for teachers’ professional development is to make up for the lesson of brain science research development. Ms. Liang further pointed out that good thinking qualities included five aspects: profundity, agility, flexibility, criticality and originality, among which profundity was the most important. She then illustrated it with several sets of pictures and examples of the independent admission tests of key universities.

III. The Key to Implementing Chinese Core Competencies

Ms. Liang mentioned that the key to the implementation of Chinese core competencies lied in “integration” and “learning activities”. In the Chinese curriculum standards, “integration” appears 21 times, representing why to integrate, what to integrate, how to integrate, and how to evaluate the integration; “learning activities” appears 20 times, pointing to the purpose, prerequisites, types, and ways to grasp the content of learning activities. The activities will also be revelatory, enlightening, participatory, experiential and inquiry-based.

Ms. Liang used the case study of “Study Tour is Walking with a Task” to explain how the integrated learning activities (reading and appreciation, expression and communication, sorting and inquiry) were integrated and completed under a specific task in a real situation with the task as the goal. The pre-trip book was prepared before the departure of the study tour, and all materials and illustrations were completed by students after class, including the route to the destination, industry, culture, food, writers, etc. During the study tour, research on specific topics was conducted, and the post-trip book was formed after the study tour. Ms. Liang concluded that core competencies were not labels, but had specific aspects and methods that could be operated, and could be split into the teaching content of each subject. She also added that the four core competencies of Chinese intersected with each other and must be implemented through integration and learning activities.

IV. Exchange and Discussion

Zhang Tao, Director of Junior High School Teaching and Research Department of the Education and Teaching Research Center of Weihai, Shandong Province, asked how the big concept of Chinese subject is reflected and how it relates to subject literacy. Ms. Liang responded that the so-called big concept of the discipline was still the core competency of the discipline, and then got de-structured, after which, we broke it down and reflected it in our teaching. The big concept of the subject lies in its educational essence. The essence of Chinese subject is to develop the four core competencies of students, which are mutually inclusive and cross-cutting in an integrated way.

The moderator of the salon, Lin Jing, Director of the Science Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education of Beijing Normal University, pointed out that through Ms. Liang’s report, we could further realize the similarities of various subjects in cultivating students’ thinking and developing their core competencies, for example, both Chinese and science should develop students’ logical thinking, expression and communication skills, etc. In addition, Ms. Liang mentioned not only the ideas of science and technology in ancient philosophical thought, but also the ideas of teaching, multiple intelligences and ways of learning, which shed us light on the essence of our traditional culture. How to pass on the good traditional Chinese culture and cultivate students with Chinese national identity is the key point of education, which should be paid attention to in the SSI-L project research.