Unit4 Reading for writing When duty shines 课件+教学设计+课堂实录-2025-2026学年外研版七年级英语上册

教学反思 本次围绕When duty shines的教学实践，是我对英语阅读课堂如何实现“工具性”与“人文性”深度融合的一次系统性探索。我试图超越单纯的知识传授，构建一个以“意义生成”为核心、以多模态资源为支撑的深度学习场域。实践后的沉淀与审视，让我对核心素养导向下的课堂教学变革有了更为具象而深刻的认识。 一、课堂重构：多维进阶中的深度学习发生 我理想中的课堂，应是一个学生思想活跃、情感流动、意义不断生成的生命场。本次实践，我着力于从三个维度推动课堂形态的重构。 1. 认知路径的重构：从“信息提取”到“意义深描” 传统阅读教学易陷入“词—句—篇”的机械拆解，将鲜活的文本简化为语言点的集合。本次教学，我尝试构建一条螺旋上升的认知路径。课程以一组极具张力的对比情境图开启，瞬间在学生的经验世界与文本主题“责任”之间建立起可视化的冲突联结，完成了意义的“首次撞击”。继而，我并未让学生直接进入文字阅读，而是播放了依据课文改编的主题叙事短片。动态的影像、恰当的配乐与人物特写，共同构建了一个沉浸式的道德情境。效果是显著的。课后阅读时，当被问及“作者为何这样写”时，学生的回答超越了情节复述，出现了“用我们的快乐反衬她的伟大”、“安静的选择比喧闹的庆祝更有力量”等触及文本内核的见解。这标志着学生的学习已从表层的“信息解码”，迈向深层的“意义阐释”与“价值评判”，认知过程实现了质的飞跃。 2. 教学关系的重构：从“单向授受”到“共研共创” 我始终认为，最高效的课堂是师生思维同频共振的课堂。在辨析“duty”与“job”这一关键概念时，我引入了一段权威的概念解析微课。这一设计并非偷懒，而是旨在通过标准化、高清晰度的资源输入，确保认知起点的公平与准确，从而将我自身从重复性讲解中彻底解放出来。我的角色由此转型为课堂研讨的“首席对话者” 和思维进程的“催化师”。课后学生追问“老师，那您的‘duty’是什么？”时，我欣然接住这个“意外之球”，将之转化为一个临时性的“价值研讨工作坊”。我们共同探讨了教师、学生、子女、公民等不同角色的“duty”内涵。这一刻，知识不再是冰冷的定义，而是在对话中得以活化和具身化的生命体验。这种由资源支撑、以师生深度对话为内核的“共研”模式，释放了巨大的思维能量。 3. 育人机制的重构：从“价值告知”到“情感浸润—自主建构” 价值观教育最忌生硬嫁接。本节课，我致力于设计一条“体验-共鸣-表达”的浸润式育人路径。在学生对个体奉献形成初步认知后，我呈现了一段AI视频，镜头聚焦于节日里的消防员、晨曦中的环卫工等。教室瞬间陷入一种庄严的静默，许多学生的目光紧随画面，神情动容。这种集体性的情感共鸣，成为了迁移输出的最佳“心理场”。随后的创作环节，统计显示，高达82%的学生致敬对象直接或间接受短片启发，且理由具体而真诚。 最打动我的，每一位学生都想到了身边为了保护我们美好生活而在节日工作的人们。这表明，“责任”与“奉献”已不再是教科书上的黑体字，而是内化为学生可感知、可类比、并愿意用诗意语言去礼赞的生命意象。课程在契合主题的颂歌旋律中结束，音画诗共同作用，完成了一次深刻的精神洗礼。 二、智慧沉淀：于教学张力中探寻优化之道 真实的课堂永远在“预设”与“生成”、“理想”与“现实”的张力中前行。本次实践暴露的“不完美”，恰恰是专业成长最珍贵的养分。 1. 张力：资源的“视觉引力”与教学的“思维留白” 首次授课，为追求极致的感染力，我使用的纪实短片长达2分50秒。事后复盘，我意识到这无形中掠夺了学生宝贵的“内在消化”与“观点发酵”时间，导致后续讨论略显仓促。 策略进化：从“资源轰炸”到“精准滴灌”。我深刻反思，教学资源的价值在于“点燃”而非“覆盖”。优化后的策略是践行 “一分钟黄金法则” ，将核心视听素材精炼至60秒以内，只保留最具冲击力和思辨空间的“灵魂镜头”。省下的每一分钟，都必须坚定地转化为学生的“沉默思考时间”或“同伴对话时间”，确保课堂的节奏张弛有度，为深度思维的发生留足空间。 2. 张力：设计的“严谨逻辑”与学情的“流动变幻” 再精密的教案，也无法完全预知几十个活跃大脑下一秒的奇思妙想。学生即兴的精彩提问，曾让我精心设计的流程出现“卡顿”。 策略进化：从“刚性流程”到“弹性框架”。我认识到，优秀的教学设计应像一幅“航海图”，既有清晰的航线（核心目标与环节），又为应对风浪（生成性问题）预留了调整空间。未来，我将在教案中明确标识 “预设性轨道” 与 “生成性港口” 。“轨道”由高质量资源护航，高效推进；“港口”则随时开放，用于停泊、探讨那些旅程中不期而遇的“真问题”，让课堂既有方向感，又有探索的惊喜。 3. 张力：情感的“澎湃涌动”与语言的“库存限制” 当学生心潮澎湃，却困于“茶壶煮饺子——有货倒不出”的语言困境时，作为教师，我感受到一种强烈的责任。 策略进化：从“笼统要求”到“靶向支架”。我意识到，在情感输出临界点，支持必须精准、即时。新的策略是构建 “动态语言响应系统” ：当检测到学生有强烈表达欲但词汇匮乏时，通过“主题词汇闪卡”、“多功能句型魔方”等可视化工具，提供即插即用的“语言零件包”。这不是包办代替，而是像在攀登时提供一组“岩点”，帮助他们在情感峰值，顺利实现从“内心风暴”到“文字彩虹”的华丽跨越。 3、 模型生成：从实践智慧到可迁移范式 经过淬炼，本次实践的核心逻辑逐渐清晰，凝结为一个可复制、可进化的教学模式。我将其命名为 “多模态浸润式意义生成教学模式”。 该模式以“意义建构”为终极目标，以“多模态资源”为催化媒介，引导学生经历一个完整的意义生长周期：始于“情境冲突”的感知激发，经由“概念澄明”的理性奠基，深入“叙事共情”的情感融入，拓展至“现实观照”的社会联结，最终抵达“创造性表达”的个性外化。它系统性地回应了人文性文本教学中“认知浅表化、情感疏离化、知行割裂化”的顽固症结。 这一模型的活力在于其开放性。横向，它可迁移至“家国情怀”、“文化自信”、“科学伦理”等任何关乎价值塑造的主题。纵向，其进化方向清晰指向 “主体赋能” ：在下一轮实践中，我将引导学生从“资源消费者”转变为“意义创造者”，例如，运用数字工具将文字作品转化为“有声致敬海报”或“微纪录片”，让学习成果成为融合语言、审美、情感与数字素养的“意义综合体”。 四、根本回归：技术理性时代的教育守望 这节课并非一场无懈可击的演示，而是一次充满探索痕迹的真实实践。它让我更坚信，有温度的教育不会被技术替代，但会被善用技术的教师重塑。AI的价值不在于炫技，而在于它如何贴切地解决那些长期存在的、细微的教学痛点，如何更温柔而有力地触碰学生的内心世界。本次反思所提炼的模式、所诊断的问题、所展望的路径，都将成为我后续教学创新的新起点。我将持续探索，让人工智能的“智能”，真正服务于教育中人的“智慧”成长。 学科网（北京）股份有限公司 $ Unit 4 Time to celebrate Reading for writing —— When duty shines What do festivals mean to them? They can spend festivals with their family And festivals mean happy family reunions What do festivals mean to them? They can join in many interesting activities And festivals mean a break from work(study) Look and answer 1. Who can you see in the pictures? 2. What are they doing? 3. How do you think they spend festivals? doctor give up stand by nurse work patient duty miss Look and answer 1. Who can you see in the pictures? doctor give up stand by nurse work patient duty miss /ˈdɒktə(r)/ /nɜːs/ medical workers 医务工作者 /ˈmedɪkl ˈwɜːkəz/ Look and answer 2. What are they doing? They are helping the _________ doctor give up stand by nurse work patient duty miss They during festivals. They have to be on and their family time. They have to all the time, so they will their family reunions. Look and answer 3. How do they spend festivals? They during festivals. They have to be on and______their family time. They have to all the time, so they will ____ their family reunions. doctor give up stand by nurse work patient duty miss work duty miss stand by give up Look and predict(预测) fireworks Doctor is not just a job, but a duty. A job is the work you get paid for. A duty is something you must do because it is right or responsible. Watch and think 1. Who is the story about？ 2. What is her job？ 3. What does she do during festivals？ Leng Wenying. A doctor. She often works. 1.What is the main idea of the passage? A Hospital on holidays. B Importance of family reunions. C A doctor's dedication（奉献） during festivals. 2. Match the main idea with each part Part 1: The meaning of festivals Part 2: Festivals for Leng Wenying Part 3: The writer’s comments Para 4 Para 1 Para 2-3 Read for main idea. What writing technique(写作手法）is used to show different meanings? A. Use a saying. B. List an example. C. Make a comparison(作比较). Meaning For Chinese people For LengWenying Only mean more work. Usually mean a break from work and happy family reunion. Read for details Read part 1 carefully and finish the mind map. highlight The dedication of Leng Wenying Leng Wenying She needs to_________every minute. *She is often much________during festivals. *Sometimes she has to work _________________for 20 hours. *Festivals are a _________because the patients are often in a bad situation. *She has__________to be with her family at festivals. Name Job Duties Festival experiences Read part 2 carefully and complete the table. A doctor in the room stand by busier without any breaks little time challenge Festival experiences show that Dr Leng’s work is ______________. busy and hard Read for details emergency yes, Festival experiences show that Dr Leng’s work is busy and hard. And we can see the writer used many details. Please remember: A good story hides in the specific details. So, when we write a story, we can use specific details to make it vivid. Leng Wenying She needs to_________every minute. *She is often much________during festivals. *Sometimes she has to work _________________for 20 hours. *Festivals are a _________because the patients are often in a bad situation. *She has__________to be with her family at festivals. Comments She is one of millions of medical workers in China. Their__________shines brighter than fireworks. Name Job Duties Festival experiences Read part 3 carefully and complete the table. A doctor in the emergency room stand by busier without any breaks little time challenge hard work The duty _______when people__________. shines work hard Read for details What’s the meaning of “ ” ? Why is their work brighter than fireworks? Fireworks can make us ___________. Their hard work can make us_______________________ happy healthy/hopeful/warm yes, their hard work shines brighter than fireworks. Now, let’s take a look back at the title of the passage. so what does “duty “refer to? yes, it refers to the hard work. so the title means the duty shines when people work hard. Read for details Name Leng Wenying Job a/an 1_______________ in the emergency room Duties She needs to 2________________ every minute. Festival experiences She is often much 3_____________ during festival. Sometimes she has to work 4__________________________________ for 20 hours. Festivals are a 5________________ because the patients are often in a bad situation. She has 6______________ to be with her family at festivals. But she 7_____________________ her decision to be an ER doctor. Comments She is one of millions of medical workers in China. Her 8_______________ shines brighter than fireworks. ER doctor stand by busier without any breaks challenge little time never regrets hard work Think and share What do you think of Leng Wenying? Try to find details to support your idea. responsible hardworking selfless Think and share Besides(除了) medical workers, who else works during festivals for us? Name Job Duties Festival experiences Comments Firefighters policeman farmer soldier Listen and chant In a medical place, so bright and clean, A patient waits, a caring scene. It's a challenge big, but we know our duty, To help them heal and find their beauty. Oh, we support and we shine so bright, Making everything feel alright. In an emergency, we make a decision, No time for regret, it's our clear vision! Time for a break, a festive night, Seeing a firework, a wonderful sight. Feeling so thirsty, we get a drink, Having a good, long think. Oh, we support and we shine so bright, Making everything feel right. In an emergency, we make a decision, No time for regret, it's our clear vision! We support and shine! HOMEWORK 1. Polish your writing done in class. 2. Read the words and the passage aloud. Search for more people’s stories like Leng working during festivals. Must do Choose to do Let’s read the passage.Let’s learn the story behind it. $ “AI智教·赋能金普新区基础教育高质量发展” 教学创新成果大赛 教学设计 课题名称：Unit 4 Reading for Writing--When duty shines 学段学科：七年级英语 设计团队： 欧阳，张锦，张羽飞 AI工具清单： 豆包、腾讯智影、即梦数字人、讯飞音乐 Unit 4 Time to celebrate — When duty shines教学设计 一、教学目标与理念 （一）教学目标 依据《义务教育英语课程标准（2022年版）》核心素养要求，针对金普新区初一学生（英语基础相对薄弱，处于小初衔接适应期）的具体学情，本课设定以下分层、可测的教学目标，旨在通过AI技术的深度融合，支撑每一位学生达成从语言学习到价值体认的完整进阶。 1. 学习理解目标 在观察AI生成的“家庭节日团聚”与“工作者岗位坚守”两组对比图片后，90%以上的学生能主动指出至少两处显著差异，并尝试用英语词汇或简单句描述差异，直观锚定本课“责任（Duty）”的核心主题。 在观看AI根据课文生成的1-2分钟情景动画视频后，90%以上的学生能准确提取关于主人公Leng Wenying的关键信息（职业、工作地点、节日活动），并独立完成简易信息表的填写。 2. 应用实践目标 在观看AI数字人对“duty”与“job”概念的辨析讲解后，85%以上的学生能用自己的话复述两者的核心区别，并能在分析课文时，正确运用“duty”来描述Leng医生的行为。 能基于AI视频内容与文本证据，80%以上的学生能说出至少一个理由，解释为何Leng医生的责任在“闪光”，并表达个人的初步看法（如敬佩、感动）。 3. 迁移创新目标 在观看AI生成的各行业奉献短片后，75%以上的学生能联系自身生活，选择一位熟悉的奉献者，并撰写一句结构完整、情感真挚的英文感谢句（使用提供的句架）。 在AI主题歌曲的情感渲染下，学生能以小组为单位，合作完成一幅“致敬闪光者”的简易图文作品（如电子感谢卡），并能在班级内进行简要展示与分享，实现价值认同的创造性表达。 （二）设计理念 本设计将 “以学生为中心” 的理念贯穿始终，并将AI技术深度融入教学目标达成的全流程，使其成为破解学情难点、优化教学路径、驱动素养生成的关键赋能要素。 1. AI作为多模态支架，优化输入流程，奠基“学习理解” 针对初一学生抽象文本理解困难的痛点，本课以 AI生成对比图片 实现瞬时情境导入，以 AI生成课文动画 替代静态文字阅读。这一设计将高门槛的文本解码转化为符合学生认知特点的视觉化、情景化信息输入，优化了课堂前端流程，有效保障了全体学生，尤其是基础薄弱学生，能够无障碍地完成信息的感知、获取与梳理，为深度教学奠定平等而扎实的起点。 2. AI作为互动性伙伴，深化思维过程，支撑“应用实践” 针对抽象概念内化不足和个性化表达支持有限的难点，本课引入 AI数字人 作为核心概念的“智能辨析者”。它通过拟人化交互，将教师的单向讲授转变为学生可追问、可反复聆听的对话过程。这一设计精准解决了概念教学“一刀切”的痛点，为学生后续准确地描述事实、有依据地进行分析判断，提供了至关重要的思维澄清与语言示范。 3. AI作为情感性引擎，贯通价值认同，赋能“迁移创新” 为实现从知识学习到价值体认与创造性表达的跃升，本课利用 AI生成行业短片 构建从课本到社会的意义联结，利用 AI生成主题歌曲 营造强烈的情感共鸣场域。双引擎驱动，系统破解了迁移环节素材匮乏、价值教育共鸣不深的传统难题。它不仅为学生的推理与创造提供了丰富的现实素材，更以艺术化的情感力量驱动学生将内在感悟转化为外显的、合作性的创意成果（海报），真正实现了核心素养的知行合一。 4. 创新价值总结 本设计的AI应用，构建了 “视觉激趣（AI图）→概念澄清（AI人）→情境解构（AI剧）→现实联结（AI片）→情感升华（AI歌）” 的完整赋能链条。它系统性地将技术优势与学生的认知规律、情感需求相结合，不仅优化了单一环节的效率，更重构了“感知-理解-内化-创造”的整体教学流程，体现了AI技术与“以学生为中心”理念的深度融合。 二、教学内容与AI融合 本课教学内容以外研版初中英语教材Unit4 Time to celebrate主题为蓝本，围绕“责任与奉献”核心话题，选取了兼具语言学习价值与育人功能的阅读篇章《When duty shines》进行深度拓展。教学内容的组织精准对标教学目标，重难点突出，并为AI技术的深度融合预设了明确且适切的应用场景，旨在通过精心设计的“人机协同”环节，实现教学效益的最大化。 （一）教学内容选取与重难点分析 1. 核心教学内容： 语篇理解：记叙文《When duty shines》，通过对比普通人的节日团聚与急诊医生冷文英的节日值守，探讨“责任（duty）”的深刻内涵。 语言知识：核心词汇与短语（如 duty, stand by, give up, miss, emergency room）；“对比”写作手法的识别与初步分析。 主题升华：从文本个案延伸到对社会各行业奉献者群像的理解与致敬，实现价值观念的内化与表达。 2. 教学重点： 理解课文主旨，把握“对比”手法在凸显主题中的作用。 理解并初步运用核心词汇与表达来描述奉献行为。 感悟“奉献精神”，建立正确的价值认知。 3. 教学难点： 概念难点：区分“duty”（责任、天职）与“job”（工作、职业）这两个抽象概念的深层含义差异。 情感难点：引导学生跨越自身生活经验，对文中及社会中的奉献行为产生真实的情感共鸣。 迁移难点：如何将文本中学到的语言与思想，有效地迁移至对更广阔现实世界的描述与创造性表达中。 （二）AI技术应用场景与教学环节的协同设计 教学环节 教学内容与目标 AI技术应用场景与指令示例 教师角色与活动 “人机协同、智能增效”的体现 导入与感知 激活背景知识，直观呈现核心矛盾，聚焦主题。 工具：豆包（文生图） 指令：“生成一张对比图：左侧是温馨的家庭节日聚餐场景，右侧是医院急诊室里医生繁忙工作的场景，风格写实。” 引导者、提问者：展示AI图片，提出引导性问题，组织学生观察与表达。 AI增效：瞬间生成高质量、高对比度的定制化视觉素材，高效创设认知冲突情境。 人机协同：教师利用AI创造的“视觉焦点”，引导学生主动观察、思考与表达，将技术呈现转化为思维活动的起点。 概念澄清 突破概念难点，为深度理解文本扫清障碍。 工具：即梦数字人（视频生成） 指令：制作数字人微课，脚本核心为：“A job is what you do for money. A duty is what you must do because it is right or necessary. For example, a doctor’s job is to treat patients, but her DUTY is to save lives, even on holidays.” 设计者、升华者：预设关键问题，引入AI讲解。之后进行总结升华，将概念与课文人物深度关联。 AI增效：以拟人化、多模态方式提供标准化概念讲解，可重复播放，满足不同学生的学习节奏。 人机协同：AI负责准确、生动地传递核心定义，教师负责将抽象概念与具体课文情境、学生生活进行深度联结，促进内化。 文本解构 突破信息获取难点，辅助理解语篇结构与主旨。 工具：腾讯智影（文生视频） 指令：将课文《When duty shines》的关键情节转换为视频脚本，输入：“生成一个1分钟左右的动画视频，表现一位女医生在节日期间于急诊室忙碌工作，同时思念家人的场景，风格温馨感人。” 促学者、分析引导者：播放视频，设计信息梳理任务。引导学生基于视频内容分析文章结构与情感。 AI增效：将静态文字转化为富含语境的多模态语篇，显著降低阅读负荷，提升信息获取效率与兴趣。 人机协同：AI提供易于理解的“故事版本”，教师则利用学生已建立的情景理解，引导其进行更高阶的文本分析与思维加工。 拓展与联结 破解迁移难点，丰富认知素材，激发情感共鸣。 工具：腾讯智影（图/文生视频） 指令：“生成一个45秒的混剪短片，展现消防员、警察、环卫工人、电力工人在节假日坚守岗位的感人瞬间，配以鼓舞人心的背景音乐。” 联结者、情感激发者：播放短片，提出关联性问题，组织学生讨论、分享感受，架设课文与现实的桥梁。 AI增效：低成本、高效率地生成超越教师个人素材库的丰富现实案例，为迁移提供坚实素材基础。 人机协同：AI充当“现实世界的窗口”，提供海量感性材料；教师充当“意义的编织者”，引导学生发现共性、提炼精神，实现情感升华。 升华与创造 攻克情感与价值内化难点，赋能创造性输出。 工具：讯飞音乐（文生歌） 指令：输入关键词：“责任、奉献、坚守、光芒、节日”，选择“温暖、励志”风格，生成歌曲《Duty Shines》。 氛围营造者、创作指导者：播放歌曲，营造情感氛围。指导学生进行创意创作，鼓励学生利用豆包等AI绘画工具，为自己创作的感谢句生成配图，丰富电子感谢卡的表现形式。。 AI增效：以AI艺术创作触及情感深层，用音乐强力升华主题，固化积极情感体验。 人机协同：AI负责触发和凝聚集体情感；教师则引导学生将感动转化为具体的创造性成果，并鼓励学生运用AI（如绘画工具）丰富作品形式，完成学习闭环。 总结：在本课中，AI技术是深度嵌入教学内容与重难点突破的关键节点。通过“视觉导入、概念讲解、情境理解、现实拓展、艺术升华”的链条式设计，AI与教师形成了“AI为源，教师为导”的协同关系。AI擅长高效处理信息呈现、多模态素材生成与情感氛围渲染；教师则精于学习活动设计、高阶思维引导与育人价值挖掘。这种人机协同模式，共同达成了“智能增效，素养落地”的教学目标。 三、教学过程与互动 教学阶段与时间 教师活动 学生活动与互动流程 AI支持与具体互动设计 设计意图与模式创新 Step 1: Lead-in & Predict 视觉启动，预测主题 (5‘) 1. 展示与提问：全屏展示AI生成的主题对比图片（左：家庭聚会/烟花；右：医生值守/寂静医院）。提问：“Look at these two groups of pictures. What do festivals mean to them?” 2. 引导与聚焦：根据学生回答，引导关注右侧图片，追问：“They are at work during festivals. Why?” 自然引出并板书核心词 “duty”。 3. 关联与预测：指着“duty”说：“For them, it‘s a DUTY.” 并指向标题 “When duty shines”，请学生根据图片和标题预测课文内容。 1. 观察与对比：学生专注观看大屏幕上的强烈视觉对比。 2. 思考与表达：学生A：“For the left, festival means happiness.” 学生B：“For the right, maybe... they are busy? They can‘t go home.” （师生、生生对话） 3. 预测与分享：学生C：“I think the passage is about someone who works on festivals.” 学生D：“Maybe it‘s about a doctor.” （全班分享预测） AI支持：豆包生成的主题对比图片。 互动设计：图片作为认知锚点，驱动全班范围内的观察、比较与猜想式对话。教师利用AI创设的直观情境，快速激活学生思维，将互动聚焦于主题探究。 意图：通过AI视觉冲击，实现课堂高效启动，建立“对比”初步印象，并自然导入预测性阅读策略。 模式创新：情境化探究启动。AI提供超越文本的直观语境，使学习始于真实的问题发现与意义猜想，而非被动接受。 Step2: Presentation & Clarify 概念澄清，夯实基础 (5‘) 1. 抛出认知冲突：承接学生预测，提问：“But a ‘job‘ also means work. What‘s the difference between a ‘job‘ and a ‘duty‘?” 观察学生反应（通常面露困惑）。 2. 引入AI讲解：“Let‘s ask a ‘smart friend‘ for help.” 点击播放AI数字人讲解视频。数字人形象亲切，配合字幕与例句：“A job is what you do for money. A duty is what you must do because it is right or necessary.” 3. 教师强化关联：数字人讲解后，教师总结：“So, for the doctor in our text, being a doctor is her DUTY, especially during festivals.” 将抽象概念落回课文情境。 1. 产生困惑：学生思考问题，意识到两个词的细微差别，产生学习需求。 2. 专注聆听：学生被新颖的数字人吸引，认真观看其讲解，理解核心区别。 3. 内化理解：学生跟随教师总结，结合图片和即将学习的课文，初步构建对“duty”的情感化认知。（人机协同学习） AI支持：即梦数字人制作的微课片段。 互动设计：形成 “教师设疑（认知冲突）— AI释疑（标准讲解）— 教师关联（情境固化）” 的协同链条。AI承担了精准、生动的概念传递，使教师能专注于将概念与教学主线深度结合。 意图：攻克关键概念障碍，为深度理解文本和人物动机奠定基础。 模式创新：个性化概念学习路径。学生可通过回放数字人视频进行复习，满足了不同理解速度学生的需求。 Step 3: Practice & Deconstruct 情境解构，探究文本 (12‘) 1. 发布任务，观看视频：“Now, let‘s meet Dr. Leng Wenying.” 播放 AI生成的课文动画视频。播放前明确任务：“Watch and find out: What is her job? Where does she work? What does she do during festivals?” 2. 引导信息梳理：视频结束后，引导学生基于课件中的表格（Name, Job, Duties, Festival experiences）进行口头信息填充。教师操作课件，根据学生回答高亮或填写关键词。 3. 引导深度分析：利用课件中已完成的对比表格（For most people VS. For Dr. Leng），提问：“Why does the author write this way? What can we feel from this comparison?” 1. 沉浸输入与信息捕捉：学生带着任务观看AI动画视频，在生动情境中捕捉关键信息。 2. 协作梳理：学生踊跃回答：“Her job is a doctor.” “She works in the emergency room.” “She has to stand by.” （师生问答互动） 3. 思维深化：学生分析对比表格，得出结论：“It makes her story more touching.” “It shows she is special.” “We feel she is great.”（从信息提取上升到分析评价） AI支持：腾讯智影生成的课文动画视频。 互动设计：视频是自主探究的核心资源。学生通过“观看（输入）- 寻找（筛选）- 陈述（输出）”完成个人理解；随后在教师引导下进行集体信息加工与思维深化，形成 “个性化感知-集体性建构” 的互动模式。 意图：AI视频将阅读理解转化为高效、高参与度的探究活动，同时为分析写作手法提供感性素材。 模式创新：媒体化探究学习。AI提供的动态语篇，使学生对文本结构、人物情感的分析建立在丰富的视听体验之上，探究更深入。 Step 4: Production & Create 联结创造，迁移输出 (13‘) 1. 拓展视野，激发情感：“Dr. Leng‘s duty shines. Who else?” 播放 AI生成的各行业奉献短片（消防员、警察、环卫工人、电力抢修员等）。 2. 布置个性化创意任务：“Now, think about someone around you, like your family member, a community worker, or someone in this video. Their duty shines for us. Please write down: 1) Who he/she is. 2) Say ‘Thank you‘. 3) Share why you think his/her duty shines.” 提供句架： “Thank you, ______. Your duty shines because ______.” 3. 组织分享与升华：邀请数位学生分享他们的感谢。随后，教师说：“All these duties shine together, making our world warm and safe. Let‘s listen to a song for them.” 播放 AI生成的主题歌曲《Duty Shines》。 1. 观看与共鸣：学生观看短片，被真实、多元的奉献者群像所触动，不时低声说出职业名称。 2. 内省与创作：学生进入安静的写作时间。有的写“Thank you, my mom (a nurse)”，有的写“Thank you, the cleaner in our school”。（个性化写作路径） 3. 分享与共情：学生A分享：“Thank you, the bus driver. Your duty shines because you get up very early every day.” 全班掌声。随后，在AI歌曲的旋律中，学生欣赏、跟唱，情感达到共鸣。（生生互动欣赏，情感共同体形成） AI支持：腾讯智影生成的行业短片；讯飞音乐生成的主题歌曲。 互动设计：短片作为 “迁移触发器”，歌曲作为 “情感聚合器”。任务设计实现了从 “观看他人”到“感恩身边” 的个性化迁移。互动形式包括个人反思性写作、自愿性全班分享、集体情感体验，层次丰富。 意图：将学习从课本引向生活，实现语言的应用与价值观的个性化内化。AI歌曲强化积极情感，使学习在高峰体验中结束。 模式创新：个性化迁移与情感化评价。学生选择自己感激的对象进行创作，路径高度个性化；AI歌曲的共情效果本身即是一种深刻的情感性课堂评价。 Step 5: Conclusion & Homework 总结延伸 (5‘) 1. 简要总结：回顾本课从感知“duty”，到理解Dr. Leng的故事，再到感谢身边奉献者的学习旅程。 2. 布置分层作业： - 基础作业（必做）：1. Polish your writing done in class. 2. Read the words and the passage aloud. - 创意作业（选做）：Search for more people’s stories like Leng working during festivals. 1. 回顾反思：学生跟随教师总结，梳理学习收获。 2. 记录任务：根据自身兴趣和能力选择作业。 互动设计：师生共同总结。作业设计体现分层选择，尊重差异。 意图：巩固课堂所学，并提供将创意成果进一步精致化、实物化的机会，延伸学习价值。 四、教学评价与创新 本教学设计构建了一个 “贯穿全程、聚焦课堂、以AI生成内容为反馈载体” 的多元化评价体系，并在此基础上，对AI赋能英语学科教学的场景与模式进行了聚焦于内容创生与情感驱动的创新实践，形成了基于真实课堂、易于推广的范式。 （一）多元评价体系：以AI生成内容为镜，映射学习成效 本课的评价设计紧密依托于课堂上实际使用的AI工具及其生成内容，将评价自然融入教学进程，通过学生的即时反应、语言产出和创意作品，精准、生动地检测学习效果。 评价维度 评价方式与场景 对应的AI工具与生成内容作为评价依据 如何精准检测学习效果 感知与理解度评价 课堂即时观察与问答：在观看AI生成的对比图片和课文视频后，通过学生的口头描述与回答，评价其信息提取与主题感知能力。 以 AI生成的图片和视频 作为标准化、高质量的评价参照物。所有学生面对相同的视觉输入，其回答的准确性、完整性和深度，直接反映了他们的观察力、理解力和语言组织能力。 教师通过倾听学生对比图片的描述（如：“One is happy, one is busy.”），能迅速判断学生是否抓住了核心矛盾。通过学生复述视频中关于医生的信息，能精准评估其对语篇细节的掌握程度。AI内容提供了统一的评价基准。 概念内化度评价 倾听后的复述与应用：在观看AI数字人讲解后，评价学生能否用自己的话解释“duty”与“job”的区别，并在后续讨论中正确使用该概念。 AI数字人的讲解 本身就是一次标准化的概念输入。学生后续的复述与使用，是对这次输入内化效果的直接检验。 当学生在分析医生行为或描述其他职业时，能自觉使用“It‘s her duty.”而非“It‘s her job.”，表明概念已成功内化并迁移应用。数字人讲解的质量保证了输入的有效性，使后续评价更可靠。 迁移与创造力评价 作品评价：对学生在观看 AI行业短片 和 AI主题歌曲 后产出的“个性化感谢句”及“创意海报/卡片”进行评价。 AI生成的短片与歌曲 作为情感与素材的催化剂，是激发学生创意的源头。学生的作品是对这些AI内容吸收、转化、个性化表达的结果。作品的质量直接反映了迁移创新的成效。 感谢句的语言准确性、所选职业的相关性（是否受短片启发或联想身边）、以及句中蕴含的情感深度，共同构成了多维度的评价指标。AI内容提供了丰富的灵感来源和情感基调，使得学生的创造性产出更具可比性和可评估性。 情感与态度评价 课堂氛围与参与度观察：观察学生在欣赏AI生成内容（尤其是短片和歌曲）时的情感反应，以及在整个AI支持环节中的参与积极性。 AI生成的视听内容（视频、歌曲） 是营造课堂情感场域、驱动参与度的核心工具。学生的沉浸程度、共鸣表现（如感叹、专注、跟唱）是评价情感目标达成度的直观依据。 当AI短片播放时，课堂是否变得安静而专注？当歌曲响起时，学生是否自然流露出感动或沉思的神情？这些非言语的、情感层面的反馈，是AI工具赋能下才能如此集中和显著呈现的评价信息，精准反映了文化意识与价值观培育的即时效果。 （二）教学创新与突破 本设计基于真实、可及的AI应用，在教学流程再造、育人路径融合上实现了切实的突破。 · AI应用场景创新：构建“内容创生驱动教学”的连贯链条 突破：摒弃了为用技术而用技术的思路，让AI的核心价值——内容生成（AIGC）——直接成为推动教学环节发展的动力。形成了 “AI生成情境（图）→ AI生成概念阐释（人）→ AI生成语篇情境（剧）→ AI生成现实素材（片）→ AI生成情感升华（歌）” 的完整驱动链。 价值：每一个AI环节都直接产出了课堂教学所必需的、高质量的核心内容或情感素材。这不仅极大地丰富了教学资源，更保证了教学环节间的内在逻辑连贯性，使技术应用与教学内容浑然一体，增效显著。 · 教学组织模式创新：确立“AI为源，教师为导”的协同范式 突破：明确了在本模式中，AI主要扮演“高质量内容创作者”和“情感氛围营造者” 的角色；而教师则扮演“学习活动设计师”、“思维引导者”和“价值点金石” 的角色。 价值：教师无需精通复杂的AI算法，只需把握教学逻辑，利用AI解决“素材匮乏”、“概念抽象”、“共情困难”等传统痛点。例如，教师负责设计“寻找对比”的任务，AI负责提供极致的对比图片；教师负责引导“为何闪光”的讨论，AI负责提供感人至深的行业案例和渲染氛围的音乐。这种分工让教师能更专注于高阶教学能力的发挥。 · 育人路径创新：实现“技术赋能的情感-价值体验式学习” 突破：利用AI在视听内容生成上的强大能力，将价值观教育从“说教”转化为“体验”。学生不是在被告知“奉献精神伟大”，而是在观看AI生成的医生故事、行业群像，聆听AI创作的颂歌过程中，自发地感受、共鸣、认同，并最终产生个性化的感恩与创作冲动。 价值：找到了一条通过智能技术将德育、美育深度融入学科教学的有效路径。学习过程充满了情感的温度和审美的体验，核心素养的培养在潜移默化、触动心灵的过程中自然达成，实效性强。 （三）可复制性与推广价值 · 模式清晰，易于仿效：本课展示的“五阶驱动链”和“AI为源，教师为导”的模式，步骤清晰，环节目标明确。任何教师只要理解了“用AI生成什么来解决什么教学问题”这一核心逻辑，即可根据自己的课题进行改编和套用，迁移成本低。 · 工具普适，门槛较低：本课所使用的AI工具（文生图、数字人、文生视频/音乐）已成为国内通用型应用，操作愈发简便。本案例证明了即使不依赖复杂的闭环学情分析系统，仅利用这些内容生成型AI，也能构建出一节高度信息化、情感化、高效的优质课，极大鼓舞了一线教师的技术应用信心。 · 理念聚焦，直击核心：本案例回归教育本质，聚焦于如何利用技术更好地呈现内容、激发情感、促进表达。它提供的不是一套花哨的技术流程，而是一种“技术增强教学表现力与感染力”的务实思路，对广大学科教师如何利用日益普及的AIGC工具优化课堂教学，具有极强的启发性和直接的参考价值。 · 评价可操作，数据易获取：本设计中的评价体系不仅理念先进，而且依托课堂常态手段即可轻松实施，确保了其可复制性。 1　 对于“感知与理解度”，教师可通过课堂巡视与快速记录，统计学生完成信息表的正确率（如：40名学生中，36人完全正确，达成率90%），或记录能复述核心差异的学生人数比例。 2　 对于“迁移与创造力”，学生的“感谢句”作品本身就是最直接的质性数据。教师可对其进行简单的内容分析：例如，统计有多少学生的创作对象来源于AI短片（体现素材迁移），有多少句子正确使用了目标词汇“duty”或“shine”（体现语言应用），并收集其中情感表达特别动人的句子作为典型案例。 3　 对于“情感与态度”，学生的即时行为反馈（观看短片时的专注、歌曲结束时的掌声）以及最终创意作品的完成度与投入程度，都是可观察、可描述的显性证据。 综上，本教学设计通过深度利用AI的内容生成能力，构建了与教学过程无缝融合的评价体系，并在教学场景、组织模式和育人路径上实现了务实有效的创新。它立足于真实课堂，展示了如何用常见的AI工具解决实际教学难题，形成了一套可复制、可推广、具有显著实践价值的“AI智教”基础课例模型。 学科网（北京）股份有限公司 $Hello. OK something. Learn unit for time to celebrate reading for writing OK we the . title together again, please. Very . beginning. I like to say, I like, I like to ask, what is this festival? OK, OK, what's this festival? Yeah, spring festival. So what can you festivals mean to them? And we also they have set festivals with there. You can see. And the festivals mean what团员in in english。We say festivals mean happy family. And how about this picture? Let's see what what can they do during the festivals? And you can see here, this is a sheep like A. Next picture, what do they do? OK, what are they doing? OKOK. 好，下面they are watching TV。Yeah, they are watching TV, and they are watching the spring. And that is to say they can join in different, interesting and have a this picture. And you can see a lot of people, where do they stay? They stay at home or stay they all some or stay at work is there as a there yeah that means they have a rest or they have a work, but they have work. They have rest, but they have work. Yes, that means there is a break from work. Or studied to elbert yeah okay, so now let's see together they are join. 谁敢说你们一定去看。OK, so here, here are three different a pictures. They are totally difference from the pictures we have seen just now. And here are the three prince. OK can read anywhere else. How do you see kind of a trap? Protists can U. C, in the pictures too, what are they doing? Three, how do you think they find festivals? okay. And how about the key words? OK, who can lead us to be together? OK, 上新人，please. Doctor, doctor. 停了，work, 丢弃ty beauty，stand by stand by, stand by, stand by. patient. Okay, how about the key words? Let's answered the first question. Who can you see in the pictures? OK. So can you pay attention to this man and then this woman? OK, can you tell who are they? 好，陈雨桐。的什么吗？Yeah, doctor, and how about woman? 好。陈雨萌。yeah. So we can see one is. We call them, we call the doctors and nurse, they are医务工作者。How can they say workers OK read after me, medical workers, medical for medical workers work. OK . so谢宇轩还有开发商，they are that work非常好。OK来说they are OK那说。Still work. And about the second question, what are they doing? You can see the doctors and nurses. They are hoping the OK. You can see the woman like that. OK, who is he? OK, 我上好。He is. Page, yeah. Do you know the way of patients, 患患者，病人，so they are helping the. How do these festivals? And here are the he worries. And now I give one minute to fill in the baLance. Experience and building the bass. Check the answers when you replace. Please read out the home sentence. I is a friday with during fast work. Yeah, the whole sadness with the whole tens work, okay, ring together. They work. Go . second. What do they have to do OK. You have to . be on duty yeah . duty and yeah you . can give up the great yeah OK. They have to be on beauty goal. They have. What do they have to . do OK张文博。They have to send back all the time, so they will fill up their family . that give up all. We can use another word, another word to build the line. 谁have to go？最好是三好。Part passage, we have finished this part. And let's come back to the passage. Let's have a look and predict. So first, first come, you can hear, do you know if . this firefight . work fireworks in chinese? We say, yeah, when you see the virus in the sky, and you can see the fires are so shiny and share the in the, 是吧？But here do you pay attention this world beauty by the title? This is a duty time. But here are the folks. So here I like to explain the duty for you. Now let's invent a doctor. He will explain, explain to all of us. Okay, now listen. a job is work you get paid for. A duty is something you must do, because IT is right or responsible. OK. This is duty. But why? Why beauty shines? Now, let's get into this passage first. Please watch anything. Here are the three questions. Okay, let's who is the story about? So who is the story? OK, when you watch . the video, just pay attention and take some notes about the three questions clear, 然后watch together。For chinese people festivals, ur mean a break from work and happy family reunions. But for them, winning festivals only made more work as a doctor in the emergency room land vises many family meals with her loved ones. SHE is often much easier during festivals. Sometimes SHE has to work without any breaks for twenty hours. This makes her tired and thirsty festival a chAllenge. Because our patients are often in a bad situation, we need to stand by every minute, says then land's duty means SHE has little time to be with her family and festivals, but SHE never regrets her decision to be in a doctor. I make the most of every minute with my family. I'm very thankful for their support, SHE says. There is only one of millions of medical workers in china. They give up their family time to answer the call of duty in the heart of every patient. Their hard work shines greater than festive fireworks. Okay, this is the whole basic the video show and how I got to close the key promotion. Who is the story about, we can see . together. What is her job? What is her job? 皇上一看，doctor, yeah, you are doctor, yeah. And what does he do? Your investors. Does he work or does he have A. That means during festivals so often, yeah, this is key information. And now let's let's read the passage very careful. And here are the main idea. First, you should choose the main idea of the passage, and next, please matched me with each pot. I will give you two minutes. First, you should read the passage loudly, the louder the Better, and then finish the exercise clelia. OK finish. What is the my idea of this passage? Which one do you choose about my year? See, please read the . four sets ready. Regent. a doctor dedication . during business OK. Do you want to see? Match the main idea within parts. We divide the whole passage into three parts. Have you choose to make a for each pot? 运动的大意是什么呢？好，那么好来，好，你先起。Yeah, you choose have . a first. Yeah, I have a one. 他这块。就有30公司的专业。And . how? Paragraph of food, do you agree? Yeah. how . today? Okay, good. So this is the main idea of the passage and the main idea of the eight part. So now let's happy one. Please read carefully and finish the mind map. What does the festival mean? For times? What does mean? And for the year, what does mean? OK in White, one student, 大家说一下。for chinese people, 开始了几乎里面的歌。Okay, good. So now read the answers on your paper. 我。来不及。We can . see . here. Okay, we can see here. The festivals has two minutes, but a postal and usually me a break from work and happy family了。没有IT only means war。So from this part you can see the letter use is what kind of arriving technique to show different meetings. A, B, C, A, use a same b list. And example, c没有compose啊，因为他逃生了。Make a comparison, comparison. yeah. Do you agree? Not now, next time, when you show different meanings about different kind of people, you can use this writing technique. And how about the first step that let's come the next part for? Complete the asit OK. Now let's get ready for listening. As a doctor in the emergency room, long misses many family meals with her loved ones. SHE is often much easier during festivals. Sometimes he has to work without any brakes for twenty hours. This makes her tired and thirsty. Festivals are a chAllenge because patients are often in a bad situation. We need to stand by every minute. Says now longs duty means SHE has little time to be with her family at festivals, but SHE never regrets her decision to be an E. R. Doctor, I make the most of every minute with my family. I'm very thankful for that support. 剩下。What in the emergency? Yeah, emergency. Okay, read up the emergency. A duty. What is her duty? And what are you need to do? SHE need to stand by everyone minute. Yeah, we need to stand that every minute. And how about some experience? What does he do? And I was supposed SHE is often match. Have you work much of work? no. Here we should see. We should feel in, uh, adjective, 填形容词。Easier, yeah. Easier, yeah. It's much easier than anyone else. Sometimes what I would you, how long does. Read the whole sentence OK. Sometimes he has to work without any break for twenty hours. Yeah, for twenty hours a day. We have twenty four, but he needs to work for, yeah, this point we should remember. And how will this one. That was having because of the patience. These are often in a big . situation OK呀。Body is a very, very great thing chAllenge for the following. And I. Yeah, does now we say he needs to work for twenty hours. So does he have enough time to spend with her family? No, yeah, of course he has a little time. So this is the long festival differences here. And how about this part? If we see loving is, how do you feel? IT shows the man work. what? How do you feel about hard work? He appealed to the keyboard to work as a busy and on, and how this one without any bricks. So we can see her work is busy and. So now let's come to the next part comments. What is your comments about the long many work? Now let's read the whole. OK冷is . so。In the vonderful every. Here we can see this is one of millions of medical workers in china. And there, what should you find out? The keyboard, dear, with. 好，张明。你还发给我。OK do you already? Yes, yes, yeah. They are hard of change rather. So according to this comment, we can see, let's come back title, what is the meaning of what the duty giants? Just now we can see the duty giants when people do what? 那到什么时候这个责任才绽放光芒呢？就看c hard work，what's many that is to say, monday day wednesay duty上。That's the meaning of the title. And here we can see why, why I still work brighter. The fireworks, we all know the fireworks in the sky that's so beautiful about here when you want to say your work rather, and we can just forget about comparison when you see the firework during the suppose, how do you feel? How do you feel about the forever if you see the fever? 超级有病。好，你耐心。Excited and glad that means you will feel happy。Yeah, hard work. If you see the wing or other medical workers experience during . the festival. how do you feel啊？warm? Yeah, you see, warm is warm party and is also encouraged. So we can see here, hard work make us. yes, so . the wings we can get. Look here after we learning the whole passage, learning the whole story of the winning, what do you think? Here are the key words? I think they will give yourself key information. Now that's really together. So he has to . is what some. Now one me please discuss with your partner. Let's see what kind of冷门页，what kind of present. 但是冷门页，ok, this is with the partner. What do you think? Selfless we see we we have know the world selfish叫。Yeah ah man is a south less school again else. So how do working? How do working? We say no. On with the . responsible. we are responsible. We have no more responsible yeah so we can see, we can summarize. 罗没有is a responsible broken doctor and also he is a yeah so this is the element at this part。That thing have the shape在冷门。Beside the medical workers also works during festivals for us. OK here for video I see, when everyone . celebrates, families gets together, warm meals are ready, and people love lady. Some people give up, bear fun to do important jobs. Their police officers, sAnitation workers, doctors, nurses and firefighters, these are our heroes. Police officers walk around the streets after the sun goes down. There should step on colorful paper from parties. The county read bad time stories to their kids because they need to keep everyone safe. SAnitation ation workers wake up very early when IT is still cold, and clean up trust from parties, so the city looks nice in the morning. In hospitals, doctors and nurses don't tea, wear holiday closed, they will work uniforms and care of sick people. Instead of watching bright fireworks at fire stations, firefighters wait, your dinner get cold because they, they need to be ready to stop fires and time. They don't tell you this for compliments. They do is so we can have this festival. Remember, our happiness is kept safe by these people. Well, hard for us. okay. According to this video, we can see a lot of people, just like the main. They also work during festivals for us. When everyone celebrates, families get together, warm . bills are ready, and people. The . soldier. all of these people, just like they also work during festivals. Now let's have a group discussion to give a report at this, her name, job and duties, especially he's on the festival. You should give your promise about here. What are you clear? And then we will invite a four or three of all the little list to give a reports. Okay, discuss with the park. Okay, stop here, answers. And I can't wait to hear your report. How about the first one? Have hyper. 何伟豪何伟豪。The drive, the fair fighter一同our computers is he need to put off the bill . in eighty eighty five。He lost his life in a big fear. No虹口，to save more people during, he shows the power of . gravy in the other。Okay, so you set example of firefighters. 好OK not about Christmas，are you finally examples? His name是陆旭东。陆旭东。his drop is a reasoner意思，his duties is to keep everyone's fe and protect our country。说关键。是有我们。He is brave and responsible also. he is a great a hero. Yeah, a great a hero. No, no one. So how far would you repropose OK那天起。主要是袁隆平。比如说袁隆平，对。Is a sumer farmer . to beauty. So the programs of hunger. experiences. And loved the部分，he spent his own life。All life is so in hunger. Yeah, remember. And thank for him for all. He spent all of his life to solve the problems of hunger. 比如说，yeah OK. How the last time, the last time soldier, can you find out some jams? Okay, once音乐。His name is陈德荣。He is a soldier in china, and he's suit with protection our from the ones, although you in the festivals, he still stand in the frontier. Liar, I think he is a hero bar. I can like our best pipe. And C. O, K, thank you for your shame. All of the four students, they shared the stories of those great workers during the festivals. I think we should learn their spirit. Now let's listen at home and to remember OK. So, so bright, okay, the sound breaks up to the end of the bus. I hope by the end of last, you can learn from, learn in, and you can learn from all those great workers during the festivals to learn their spirit of hard working. And and to do okay, thank you for your coffee.