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四阶闭环赋能小学语文“学议讲练”四阶闭环课型的构建与实践

The Construction and Practice of the “Learn-Discuss- Lecture-Practice” Lesson Model Empowered by the Fourth- Order Closed Loop in Primary School Chinese

张仁云

Education Study / 2026,8(4): 383-388 / 2026-05-09 20 9

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• Information:

  宜宾市叙州区南广学校，宜宾

• Keywords:
  Fourth-order closed loop; Primary school Chinese; Learn-Discuss-Lecture-Practice; Lesson model construction; Core competencies
  四阶闭环; 小学语文; 学议讲练; 课型构建; 核心素养
• Abstract: Against the educational background of the transformation of primary school Chinese classroom teaching towards a “student-centered” approach and the comprehensive implementation of core competencies, constructing a scientific, efficient, and practical classroom teaching model that aligns with rural teaching realities has become a key pathway to improving teaching quality and cultivating students’ Chinese abilities. The “Learn-Discuss-Lecture-Practice” fourth-order closed loop lesson model is supported by constructivism, cognitive development theory, and student-centered education philosophy. Adhering to the core principles of “learning before teaching, teaching based on learning, and combining learning with practice”, it forms a complete teaching closed loop through four major stages: autonomous learning, cooperative inquiry, focused instruction, and tiered practice. This model precisely matches the cognitive development patterns and Chinese learning needs of middle-grade primary school students. Grounded in rural primary school Chinese teaching practice and using third-grade Chinese teaching as the core vehicle, this paper systematically expounds on the theoretical connotation, construction logic, implementation strategies, lesson model adaptation, evaluation system, practical effectiveness, and optimization paths of the “Learn-Discuss-Lecture-Practice” fourth-order closed loop lesson model. It provides a replicable, promotable, and deepenable practical solution for improving the quality and efficiency of primary school Chinese classrooms and ensuring the implementation of core competencies, thereby facilitating the high-quality development of rural primary school Chinese education. 在小学语文课堂教学向“以学生为中心”深度转型、核心素养全面落地的教育背景下，构建科学高效、贴合乡村教学实际的课堂教学模式，成为提升教学质量、培育学生综合语文能力的关键路径。“学、议、讲、练”四阶闭环课型以建构主义、认知发展理论与生本教育思想为支撑，遵循“先学后教、以学定教、学练结合”的核心原则，通过自主学习、合作探究、精讲点拨、分层练习四大环节，形成完整的教学闭环，精准适配小学中段学生的认知发展规律与语文学习需求。本文以乡村小学语文教学实践为根基，以三年级语文教学为核心载体，系统阐释“学议讲练”四阶闭环课型的理论内涵、构建逻辑、实施策略、课型适配、评价体系、实践成效与优化路径，为小学语文课堂提质增效、核心素养落地生根提供可复制、可推广、可深化的实践参考，助力乡村小学语文教育高质量发展。
• DOI: 10.35534/es.0804069 (registering DOI)
• Cite: 张仁云．四阶闭环赋能小学语文“学议讲练”四阶闭环课型的构建与实践［J］．教育研讨，2026，8（4）：383-388．