余映潮老师的语文课，从头到尾，“读出……读——”“读出……读——”“读出……读——”。

语言学科，听说读写，读，很重要。会读，才会听，才会说，才会写。

读，首先是教师对文本的解读；然后是指导学生朗读；最后引导学生品读，感悟。

项目式学习，精髓是“项目”，即“验收”，即“成果”，即邓校长“课程化管理”中的“检测与评价”，即邓校长提出的“落实”、“落地”，即新课标提出的“真实情境”、“真实问题”、“真实过程”、“真实成果”。

什么是真实？“有意义”！学习内容与孩子们“血肉相连”、“悲喜交加”、“荣辱与共”，即邓校长“改知识与学生的间接关系为直接关系”。

▶ ▶ 向右滑动切换图片 ▶ ▶

罗娟主任《四季》一课，示范语文项目式学习，建设华美PBL国际化课程文化。

解读《四季》一文：选取最有代表性的四幅图画，运用句式相同的四段话语，刻画出春、夏、秋、冬四个“人物”鲜明的性格特征。春天：婉约雅致，欣欣向荣。夏天：热情洋溢，生机勃勃。秋天：成熟稳重，硕果累累。冬天：安静内敛，其乐融融。

▶ ▶ 向右滑动切换图片 ▶ ▶

春天，春风：“野火烧不尽，春风吹又生。”春雨：“随风潜入夜，润物细无声。”春光：“谁言寸草心，报得三春晖。”草芽尖尖，柳芽尖尖，蓓蕾尖尖……万物复苏，都在努力向阳生长。草地里虫儿蠢蠢，引得小鸟频频光顾。

夏天，烈日炎炎，骤雨阵阵，凉风习习……荷叶上，青蛙共露珠打滚撒欢；天空中，蜻蜓与彩虹起舞翩翩。青蛙常常在荷叶上狩猎。

秋天，天高云淡，秋高气爽，大地金黄……在夏天，麦穗还是直直地挺立着，进入秋天，慢慢地，慢慢地弯下腰。收获满满的人常常鞠着躬，鞠着躬的人往往笑容满面。

冬天，银装素裹，天地安详，休养生息……经过了秋天的忙碌和收获，冬天，人们正好歇歇，也才有堆雪人的闲情逸致、安乐祥和。雪人总是大肚子，一是雪堆起来才好成形，二是对应秋天的充实、冬天的厚棉衣，胖嘟嘟才可爱。

怎么构建项目呢？显然，更多是以孩子为主，将以上形象通过视频、绘画、舞蹈等形式展现出来，春天春意盎然，夏天植物繁茂，秋天硕果累累，冬天白雪皑皑。当然，这些都是为品读文本服务的，不能舍本逐末。

朗读指导怎么做？要抑扬顿挫，要指导学生停与续、轻与重、缓与急，要边想边读，边读边想，要单人读、分组读、合班读，要分段读、全文读，要分角色读、表演读，要读出味道、读出感情。读全文，让孩子们概括四段话有什么相同（都是一个场景，都是三句，都有描写一个“人物”，都是说一句话），有什么不同。

具体来说，“春天，小草钻出来了，小虫爬出来了，柳条发出了嫩芽，花骨朵含苞待放，请读出万物复苏，欣欣向荣，读——草芽尖尖，他对小鸟说，我是春天。”“夏天，水草丰茂，荷叶连连，青蛙呱呱，请读出夏天的火热，读——荷叶圆圆，他对青蛙说，我是夏天。”“秋天，大地一片金黄，麦穗渐渐地、渐渐地弯下腰，麦子熟了，西瓜又大又圆又甜，请读出丰收的喜悦，读——麦穗弯弯，他鞠着躬说，我是秋天。”“冬天，经过秋天的忙碌和收获，天气变凉了，庄稼也暂时休息了，人们也好好休息休息，孩子们堆雪人、打雪仗，请读出冬天的安宁祥和、其乐融融，读——雪人大肚子一挺，他顽皮地说，我就是冬天。”

* 以上插画由AI生成

语文项目式教学的课堂，《四季》紧紧抓住“读”语文学习的“根”，通过项目化教学这条“路”，在丰富的语文实践活动中，积累、梳理、整合、运用语言文字，提升学生思维能力、审美创造、文化自信，即学生的语文核心素养通过项目式学习得以落地与执行。我们作为项目化教学的追梦人，只要心中有丘壑，又何愁不能眉目作山河！

The essence of project-based learning is "project", that is, "acceptance", that is, "results", that is, the "testing and evaluation" in Principal Deng's "curriculum management", that is, the "implementation" and "landing" proposed by Principal Deng, that is, the "real situation", "real problem", "real process" and "real results" proposed by the new curriculum standard.

◀ ◀ Swipe left to switch pictures ◀ ◀

I try to interpret the article "Four Seasons": select the four most representative pictures, and use the same sentence structure to portray the distinctive character traits of the four "characters" of spring, summer, autumn and winter. Spring: graceful and elegant, thriving. Summer: Enthusiastic and vibrant. Autumn: Ripe and fruitful. Winter: quiet and restrained, happy.

How do I do reading aloud instruction? It is necessary to suppress the frustration, to guide students to stop and continue, light and heavy, slow and urgent, to read while thinking, to read while reading, to read alone, in groups, in groups, in groups, in divs, in the whole text, to read in roles, performances, to read the taste, to read the feelings. Read the full text and ask the children to summarize what the four paragraphs have in common (all are one scene, all three sentences, all describe a "character", all say one sentence), and what are the differences.

Through the "road" of project-based teaching, "Four Seasons" firmly grasps the "root" of "reading" Chinese learning, and accumulates, sorts, integrates, and uses language and writing in rich Chinese practice activities through project-based teaching, so as to improve students' thinking ability, aesthetic creativity, and cultural self-confidence, that is, students' core Chinese literacy can be implemented and implemented through project-based learning. As the dreamers of project-based teaching, as long as we have hills and valleys in our hearts, why can't we have mountains and rivers!