灌州·教研｜深耕 “精讲巧练” 路径，构建校本教研 “三化” 体系 Learning Takes Center Stage

      学为中心舞台，成长精彩自来。都江堰市灌州小学以学科核心素养为导向，践行学为中心的“共生课堂”的校本教研，如今已经是第4个年头。根据2025学年度学校工作计划，深化共生课堂改革，各学科组以“精讲巧练”为实践路径，实施学科素养提升专项行动，努力构建灌小校本教研“实效化、协同化、闭环化”特色体系。

      According to the school’s 2025 academic year plan, efforts to deepen the symbiotic classroom reform are underway. Each subject group is following the practical path of "precise instruction and skillful practice" to carry out special actions aimed at enhancing subject competencies, striving to build a school-based teaching research system characterized by "effectiveness, collaboration, and closed-loop processes."

实效化：将课后题转化成学生学习的路径

      四年级语文组何勇老师在《牛和鹅》教学中，结合课后习题按照以下三步落实语文要素：了解教材单元的习题体系，读懂课后习题背后的意图，转化教与学的路径。从何老师清晰工整的课堂板书也能看出灌州小学共生课堂“精讲巧练”的精巧之处，这种精巧可拆解为目标设计、流程节奏、互动引导、细节关怀、评价反馈五大核心维度，每个维度都暗藏对“学生如何学会”的深度思考，拒绝“模糊用力”，拥抱“学为中心”。

      In teaching 《The Ox and the Goose》, Mr. He Yong from the fourth-grade Chinese group implemented core Chinese competencies through three steps based on post-class exercises: understanding the exercise system of the textbook unit, deciphering the intent behind post-class exercises, and transforming teaching and learning pathways. 

协同化：洞悉不同学段的连贯特性

      灌小校本教研从整体视角出发，清晰把握一、二年级知识衔接点与能力进阶路径。在校本教研主题为“基础性学习任务群”的研讨中，一年级组夏天皓老师执教拼音《ao ou  iu》 和二年级董婷婷老师执教识字写字课《称赞》整体贯穿与拾级而上，通过观察同年段不同年级课堂参与、知识掌握情况，教师能精准定位自己接下来的教学走向。   

      Guanzhou Primary School’s school-based teaching research adopts an overall perspective, clearly grasping the knowledge connection points and skill progression paths between first and second grades. In a school-based teaching research session focused on "Basic Learning Task Clusters," Mr. Xia Tianhao from the first-grade group taught the pinyin lesson 《ao ou iu》, while Ms. Dong Tingting from the second-grade group conducted a literacy and writing lesson 《Praise》. The sessions highlighted coherence and progression, allowing teachers to precisely determine their future teaching direction by observing classroom participation and knowledge mastery across different grades within the same stage.

闭环化：多维复盘，实现一人上课，全员成长

      执教者复盘：从 “教学效果、任务群定位、目标达成度” 进行个人反思。

      Teacher Self-Review: Personal reflection on "teaching effectiveness, positioning of task clusters, and goal achievement." 

      教研组复盘：全体教师分工拆解研究内容，形成体系化汇报，实现 “实践经验→理论框架” 的转化。

      Teaching Research Group Review: All teachers collaboratively analyze and deconstruct the research content, forming systematic reports to transform "practical experience → theoretical framework."

      行政点评，精准纠偏：从 “学科素养的培养” 角度提出改进建议，落实灌小学为中心共生课堂“精讲巧练”的实践。

      Corrections: Improvement suggestions from the perspective of "cultivating subject competencies" to implement the practice of "precise instruction and skillful practice" in Guanzhou Primary School’s learning-centered symbiotic classrooms.