ARTICLE · 1345865
研思相伴,文韵悠长|走进高中语文学科组,看见教研微光,共赴语文远方
研思相伴
文韵悠长
烟台市致良高级中学语文组
语文，是跨越时空的对话，是文字承载的情思与风骨。在高中语文学科组，诗词的浪漫、文本的厚重，都落地在一节节扎实的课堂、一场场真诚的研讨之中。一群人，共研文本，互学互鉴，在思维碰撞里打磨课堂，在薪火相传中守望语文教育的初心。今天，就让我们一同走近高中语文学科组，感受书香浸润的教研氛围，聆听两位教师在课堂实践中求索成长的故事。
Chinese is a dialogue across time and space, bearing sentiments and integrity in words. In the Senior High Chinese Teaching Group, the romance of poetry and the depth of texts take root in solid lessons and sincere seminars. A group of educators study texts together, learn from one another, polish lessons through clashing ideas, and uphold the original aspiration of Chinese education from generation to generation. Today, let us draw near to this group, breathe in the research atmosphere steeped in books, and hear the growth stories of two teachers exploring and progressing in classroom practice.
集智共研，聚力同行
独行快，众行远。这是高中语文学科组一直践行的教研理念。
One travels fast alone, but far together. This is the research philosophy consistently followed by the Senior High Chinese Teaching Group.
教研组以集体备课、课例攻坚为抓手，常态化开展专题研讨。固定教研时间，老师们围坐在一起，深耕单元文本，研讨学情差异，斟酌教学活动，共享教学资源。针对公开课的打磨，组内形成了试讲、观课、评课的闭环研讨模式。大家跳出单一个人的备课思路，从学生的阅读体验出发，推敲情境创设、思辨问题、课堂活动设计，坦诚交流得失，凝聚集体智慧。对标新高考与新课标要求，组内同步开展试题研究，梳理阅读与鉴赏的命题方向，把零散的教学思考沉淀为可共享的教学资源。
The teaching group carries out regular thematic seminars centered on collective lesson planning and lesson case development. At fixed research hours, teachers gather to delve into unit texts, discuss differences among students, refine teaching activities and share teaching resources. To polish open lessons, the group has built a closed-loop model: trial teaching, class observation and lesson evaluation. Beyond individual planning ideas, teachers start from students’ reading experience, deliberate on scenario design, critical thinking questions and classroom activities, openly discuss strengths and weaknesses, and pool collective wisdom. Aligned with the requirements of the new college entrance examination and new curriculum standards, the group also studies exam questions, sorts out the proposition trends of reading and appreciation, and turns scattered teaching reflections into shareable resources.
教研从不是闭门求索。组内搭建起师徒结对成长平台，资深教师毫无保留分享文本解读、课堂驾驭的经验；青年教师主动走进课堂听课学习，积极参与研讨，大胆尝试新的教学思路，新老教师双向赋能，彼此支撑。
Teaching research is never isolated exploration. A mentor-mentee platform is established in the group. Senior teachers freely share their experience in text interpretation and classroom management; young teachers take the initiative to observe classes, join discussions and bravely try new teaching ideas. Mentors and mentees empower and support each other.
深耕课堂，诗意启思
01
孙老师：怀古寻踪，品词中兴亡
诗词教学，重在带领学生穿越岁月，读懂文字背后的心事。孙老师在准备《桂枝香・金陵怀古》公开课时，没有停留在词句翻译、手法识记的浅层教学，而是以 “金陵怀古” 为核心主线，搭建起古今对照的阅读路径。
Poetry teaching focuses on guiding students to travel through time and grasp the emotions behind lines. When preparing her open lesson on Cassia Fragrance · Meditating on the Past in Jinling, Ms. Sun avoided superficial teaching limited to translation and rhetorical memorization. Instead, she centered the lesson on “meditating on the past in Jinling” and built a reading framework comparing ancient and modern times.
课堂之上，她引导学生抓取景物意象，在江山风物的对比里，体会王安石冷静的审视、深沉的忧思。她鼓励学生表达个性化阅读感受，尊重多元解读，带领学生读懂怀古词 “借古讽今” 的独特意蕴，习得鉴赏怀古诗词的思路方法。
In class, she guides students to identify scenic images and, through contrasts of landscapes, understand Wang Anshi’s calm reflection and profound concern. She encourages students to share personal reading feelings, respects diverse interpretations, helps them grasp the unique feature of nostalgic ci poems — criticizing the present by referencing the past — and master approaches to appreciate such works.
这节公开课，从初稿成型到最终亮相，历经多轮打磨。组内教师一同参与听课研讨，在情境导入、问题梯度、课堂小结等环节提出诸多优化建议。在集体的助力之下，这节课层层递进，厚重而不晦涩，给在场师生留下深刻印象。孙老师谈到，怀古诗词的教学，就是要让学生读懂历史，读懂文人藏在笔墨里的家国情怀。
This open lesson went through repeated revisions from its first draft to its final presentation. Group teachers joined observation and discussions, offering suggestions on scenario lead-in, question progression and lesson summary. Supported by the team, the lesson unfolds step by step, profound yet accessible, leaving a deep impression on all present. Ms. Sun notes that teaching nostalgic poems aims to help students understand history and the patriotism embedded in scholars’ writing.
02
林老师：把酒诵诗，悟诗仙风骨
如何让学生走进李白奔放又苦闷的精神世界？林老师在《将进酒》一课的设计中，把诵读作为抓手，以读带品，以品悟情。
How can we lead students into Li Bai’s unrestrained yet troubled inner world? In designing the lesson Bring in the Wine, Ms. Lin takes recitation as the core method: appreciate through reading, and grasp emotions through appreciation.
结合学生学情，她设置分层学习任务：基础层落实诗文疏通、诵读节奏；提升层聚焦情感脉络，辨析诗歌里 “悲” 与 “狂” 的纠缠，读懂李白失意之中的旷达与倔强。课堂跳出知识点灌输，留出充足的诵读、思辨空间，让学生在反复吟咏中触摸诗仙的精神底色。
Based on students’ learning status, she sets tiered tasks. The basic level covers text comprehension and recitation rhythm. The advanced level focuses on emotional shifts, distinguishes the interplay of sorrow and wildness in the poem, and helps students perceive Li Bai’s open-mindedness and stubbornness amid setbacks. Moving beyond knowledge cramming, the lesson reserves ample time for recitation and critical thinking, letting students touch the soul of the Poet Immortal through repeated chanting.
课例打磨阶段，全组老师一起研讨任务群落地方式，调整课堂活动，优化板书逻辑，打磨出灵动有张力的诗词课堂。课堂上，诗文不再是纸上的文字，盛唐的浪漫与诗人的生命感慨，顺着诵读流淌出来。
During lesson polishing, all group teachers discussed how to implement learning task groups, adjusted classroom activities and optimized blackboard writing logic, creating a vivid, powerful poetry lesson. In class, lines are no longer mere words on paper. The romance of the prosperous Tang Dynasty and the poet’s life sentiments flow out through recitation.
薪火相传，向美而行
一堂出彩的公开课，从来不是一个人的闪光，而是整个教研组同心托举的成果。
An outstanding open lesson never shines from one individual alone. It is achieved through the joint support of the whole teaching group.
在日常教研之外，师徒结对的传帮带持续落地。师傅带着徒弟研读文本、打磨教案、复盘课堂，细致点拨课堂管理、提问设计的技巧；徒弟认真听课、及时反思，在一次次实践中积累教学底气。以老带新，以新促老，在交流研讨里，整个学科组的教学力量稳步生长。
Besides daily research, the mentor-mentee mentoring mechanism keeps running. Mentors guide mentees to study texts, refine lesson plans and review classes, offering careful tips on classroom management and question design. Mentees observe lessons earnestly and reflect timely, building confidence through constant practice. Senior teachers guide newcomers, while newcomers inspire seniors. Through communication and discussion, the teaching strength of the whole group grows steadily.
文以载道，研以致远。高中语文学科组的老师们，将继续与文本为伴，以教研为舟，带着对语文的热爱，在课堂里播种诗意，在研讨中持续成长。
Texts carry truth; research leads us far. Teachers of the Senior High Chinese Teaching Group will keep walking alongside texts, taking teaching research as their boat. With passion for Chinese, they sow poetry in classrooms and keep growing through discussions.
