全球教育展望

以“问题解决为中心”的核心素养培养需求，以及“学习情境”理念的深化，极大地提升了学习情境创设在语文教学中的重要性。核心素养导向下的语文学习情境在内涵上体现为“核心素养—学习情境—学科实践”的“目标—战略—战术”关系，因而更加凸显语文学习情境创设的真实性、实践性和统整性原则。而在实际的语文教学中，学习情境创设出现了一些误区，如“虚拟”情境演变为“虚假”情境，真实“任务”降格为封闭“问题”,“情境”创设简化为“场景”导入。这些误区导致学习情境无法发挥其促进学生核心素养提升的学科价值，为此，本文借助“靶向”问题情境理论，重构语文学习情境的三要素——前置条件、任务和学习指示，在此基础上重建语文学习情境创设的路径：索源真实需求，设置情境前置条件；调和“目标—障碍”,聚焦任务完成过程；立足单元整体，细化学习指示。

The demand for cultivating core competencies centered around “problem-solving” and the deepening of the concept of “learning situation” have significantly elevated the importance of creating learning situation in Chinese language teaching. Under the guidance of core competencies, the connotation of Chinese language learning situation is reflected in the “objective-strategy-tactic” relationship of “core competencies-learning situation-subject practice”, thereby highlighting the core principles of authenticity, practicality and integration in the creation of Chinese language learning situation. However, in actual Chinese language teaching, there are some misconceptions in the creation of learning situations, such as “virtual” situations becomeing “fake” ones, real “task” downgraded to closed “problem”, and the creation of “situation” simplified to “scene” introduction. These misconceptions prevent learning situations from fulfilling their disciplinary value in promoting students' core competencies. Therefore, this paper, with the help of “Targeted” Problem Situation theory, reconstructs the three elements of Chinese language learning situations: prerequisites, tasks, and learning instructions. On this basis, it rebuilds the path for creating Chinese language learning situations: sourcing the real needs, setting preconditions for the situation; harmonizing “objectives-obstacles” to focus on the task completion process; and basing on the overall unit to refine learning instructions.