Unit1 Cultural Heritage Reading and thinking教学设计-2025-2026学年高中英语人教版必修第二册

该高中英语教学设计聚焦文化遗产保护主题，围绕“问题-解决”模式构建5步问题解决模型。课堂导入通过调查学生日常问题并结合AI助手分析结果，激活外研版教材相关旧知，搭建从生活问题到文本模型的学习支架。 此设计亮点在于融合AI与多媒体创设沉浸式情境，如AI石鱼数字人视频辅助理解白鹤梁项目，通过分析阿斯旺大坝案例提炼模型，再应用于本地问题解决，对比中外项目凸显中国智慧，培养文化意识与系统思维，小组合作与弹性设计提升学习能力，助力教师借班教学高效实施，赋能核心素养落地。

人教版必修二Unit 1 Cultural Heritage Reading and Thinking (From Problems to Solutions) 课时教学设计 一、设计指导思想 本节读思课教学设计严格遵循《普通高中英语课程标准》，以培养学生英语学科核心素养为核心目标。英语课程承载着重要的育人功能，在全面提升学生核心素养的过程中，落实立德树人根本任务，增强学生的中国情怀与文化自信，助力其形成正确的世界观、人生观和价值观。 本节课内容围绕文化遗产保护展开，作为一篇叙事性说明文，内容涵盖挑战分析、解决途径及国际合作，探索可持续发展与全球协作的重要性。通过中外两项工程解决方案的对比，学生得以深入了解中国古代人民的智慧，进一步树立文化自信。 在教学实施中，本课依托英语学习活动观，采用自主、合作、探究等学习方式，设计具有综合性、关联性与实践性的一系列学习活动。学生通过“学习理解—应用实践—创新迁移”的学习活动，逐步提升语言能力与思维品质，并能够表达个人见解。 本节课注重现代信息技术的融合应用，秉持“以学生为中心”原则，借助AI技术与多媒体资源，构建从阿斯旺到白鹤梁的沉浸式情境，支持学生深入解读文本，显性构建问题解决模型。信息技术不仅丰富了课程资源，拓宽了学习路径，也为教学提供了有力支撑，有效促进学生的深度学习和学科核心素养的全面发展。 二、学情分析 1.内容与语言基础 本节课为借班上课，学生未使用人教版教材，但使用外研版教材，有比较好的语言基础，对于文物保护主题有所了解。 2.教学困难与对策 本节课所学文本篇幅较长，涉及“问题—解决”模式的核心词汇难度较高，可能影响学生对文本的整体理解。为突破上述难点，拟采取以下教学策略： （1）提前预习文本，了解学生的语言困难。 （2）了解学生外研版教材中文物保护相关主题的单元学习情况，激活学生背景知识。 （3）发挥小组合作优势，以学生熟悉的身边事例激发学生解决问题的欲望，构建解决问题模型。 三、教情分析 1. 教师自身情况：本人亲和力强，具备丰富的教学经验，对教材理解深刻，专业能力扎实，勇于尝试探索AI与英语教学的融合，以技术赋能课堂互动与效率。 2. 教学资源：教学材料选自人教版最新教材，并享有学校一体机等多媒体设备及课堂宝AI助手的有力支持，为实施多样化、现代化的教学活动提供了保障。 3. 教学环境：鉴于本次为借班赛课，对学生学情不甚熟悉是主要挑战。为此，教师将充分发挥其课堂驾驭能力与亲和力，通过破冰活动与激励性语言快速营造积极的学习氛围。同时，教学设计保持弹性，预设多种互动方案，以便根据学生现场反应灵活调整，力求化挑战为动态生成的契机。 四、教学目标 By the end of this period, students will be able to: 1. build a general problem-solving model by analyzing the Aswan Dam project; 2. explore the solutions to the problem of Baiheliang project by applying the Problem-Solving Model; 3. strengthen cultural confidence by comparing the two projects: the Aswan Dam and Baiheliang Underwater Museum. 五、教学重难点 （一）教学重点： Students will be able to build the problem-solving model by analyzing the Aswan Dam project. （二）教学难点： Students will be able to explore the solutions to the problem of Baiheliang project by applying the model; 六、教学方法 1. 情景教学法：利用多媒体资源创设真实情境。例如，通过播放一段以“AI石鱼数字人”形式介绍白鹤梁背景的视频，将学生带入文化遗产保护的现实场域，使其在生动的情景中感知、理解并运用语言，有效激发学习兴趣与情感共鸣。 2. 启发式教学法：通过设置“阿斯旺与白鹤梁项目异同比较”、“中国方案背后体现了何种精神”等环环相扣的启发性问题，引导学生进行深度思考与探讨，培养其批判性思维与文化洞察力，实现从语言学习到价值认同的升华。 七、教学辅助 1. 多媒体设备：利用教室一体机、音频、PPT 课件、课堂宝AI 助手。 2. 学习资料：人教版教材、学案、AI在线评价系统资源。 八、教学流程 Activity 1 Lead in (3 minutes) 学习理解类活动： Conduct a class survey Students tell their problems in daily life and conduct a survey about the reactions to the problem, and then learn the results analyzed by AI learning assistant. Design purpose: to link past experience to the new lesson, realize the lack of a general problem-solving process, and prepare for learning it. Activity 2 Read for general problems and the solutions (4 minutes) 学习理解类活动： 1. Identify general problems and solutions Students read Paragraph 1 together, find general problems and solutions, and prepare to dive into the Aswan Dam case. Design purpose: to grasp general problems and solutions from the text, laying a foundation for systematic problem-solving solution. Activity 3 Read for building the model (13 minutes) 学习理解类活动： Extract the problem-solving model Students read Paragraphs 2-5 to fill in the table, share answers with partners, and summarize the 5-step problem-solving model. Design purpose: to master a systematic problem-solving process through text analysis and peer interaction. Activity 4 Read for exploring thematic significance (2 minutes) 学习理解类活动： Explore the spirit of the Aswan Dam Students read the last paragraph and talk about the Aswan Dam spirit. Design purpose: to gain insights from the Aswan case and prepare for connecting to real-life problems. Activity 5 Apply the model (10 minutes) 应用实践类活动： 1. Clarify local similar problems and propose solutions through the model Students read the local problem introduction to clarify the problem, and then collaborate with group members, apply the 5-step model to propose and share their solutions. Design purpose: to promote practical application of the problem-solving model and enhance students’ collaborative abilities and creative thinking. 2.Watch a video for solutions Students watch the video about how China solved the problem, take notes, and share their findings. Design purpose: to help students learn practical solutions and practice expressing their observations. Activity 6 Compare and review (7 minutes) 迁移创新类活动： 1. Compare solutions and summarize China’s wisdom Students compare China’s solutions with the Aswan Dam’s and summarize the uniqueness of China’s solutions. Design purpose: to deepen the understanding of problem-solving diversity and highlight China’s wisdom on striking a balance between progress and relics protection. 2. Make a summary Students share learning gains and check the results analyzed by AI learning assistant to reinforce the application of the model and the theme-related expressions. Design purpose: to help reflect on learning gains and reinforce the application of the problem-solving model and the theme-related expressions. Assignments (1minute) Assign layered homework Students select a suitable task from the two tasks given and complete it after class. Design purpose: to help consolidate the problem-solving knowledge and skills obtained from the class by meeting different learning needs. 九、教学评价 1. 通过AI课堂宝助手辅助，将学生课堂总结的口头表述转为文字，及时将学生思维可视化，并通过AI辅助评价生成全班及个人的课堂表现报告； 2. 教师结合AI课堂宝助手生成的报告，进行及时的评价，有指导和评估学生学习进程和效果，调整教学决策。 十、教学反思 十一：板书设计 Unit 1 From Problems to Solutions Useful expressions: independence original technology Clear Model: Sprit: balance sustainable development international cooperation innovation Clarify Look into Explore Apply Review 1 学科网（北京）股份有限公司 $