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Unit 4 Arts and heritage：Focusing on culture 教学设计
教学内容 Focusing on culture (pp. 62–63)
主要语篇 Fan Jinshi: the daughter of Dunhuang
教学目标 通过本课的学习，学生能够： 1. 了解敦煌莫高窟的历史价值、艺术地位、所面临的问题，以及历代守护者为保护莫高窟所做的努力。 2. 梳理樊锦诗为保护莫高窟所采取的主要措施及取得的成果，同时了解常书鸿、常沙娜、娄婕、韩卫盟等守护者的主要行动。 3. 理解“敦煌女儿”樊锦诗及历代守护者的奉献精神，认识到保护文化遗产的重要性，增强文化自信与文化传承意识。 4. 通过阅读和观看视频获取关键信息，用自己的话复述樊锦诗及其他守护者保护莫高窟的故事，并参与相关话题的讨论。
教学重点 梳理樊锦诗保护莫高窟的主要行动、遇到的困难及取得的成果，理解守护的意义；对比不同年代守护者的工作内容与贡献。
教学难点 深入理解樊锦诗及历代守护者的奉献精神，并思考其对当代及全球文化遗产保护的启示。
【教学过程】
Step 1 读前准备（Before you read）
图片导入，引发兴趣
教师首先展示莫高窟的壁画、雕塑图片及樊锦诗工作照，提问：“Do you know where these artworks were made What do you think the woman in the photo did What challenges do you think she faced in her life ”，随后简要介绍莫高窟背景：“The Mogao Caves are one of the three most famous cave sites in China. They are located at the eastern foot of the Mingsha Hill. The first of these caves was dug in the 4th century CE. Famous for their beautiful wall paintings and statues of great artistic value, the caves were added to the UNESCO World Heritage List in 1987.”，引出本节课主题：探寻樊锦诗被称为“敦煌女儿”的原因，以及莫高窟历代守护者的故事。
预测内容，明确方向
教师引导学生结合标题Fan Jinshi: the daughter of Dunhuang预测文章内容，思考如下问题：Why is Fan Jinshi called “the daughter of Dunhuang”
Step 2 阅读文章（While you read）
快速阅读，把握主旨
学生通读全文，回答以下两个问题：
What is the main idea of the article What type of writing is this, expository, persuasive or narrative
细读梳理，绘制思维导图
学生分成小组，根据文章绘制思维导图，梳理关键信息。思维导图范例可参考教学课件。
精读细节，回答问题
引导学生带着以下问题再次细读文章，定位答案并标注出处。
Why are the Mogao Caves important
What did Fan and her team do to protect the caves
What results did her efforts bring
Why is Fan Jinshi called “the daughter of Dunhuang”
如果学生程度较好，可根据思维导图复述樊锦诗的故事。
Step 3 读后活动（After you read）
小组围绕以下问题展开讨论，每组选一名代表在班级内进行分享。
What personal qualities does Fan Jinshi have
Why was her work important
What can we learn from her
模拟采访：学生两人一组，一人扮演记者，一人扮演樊锦诗，根据以下问题（或自主设计）进行对话。
Why did you come to Dunhuang and why did you stay there
What were the most difficult challenges you faced, and how did you deal with them
The murals and cultural relics in the Mogao Caves are very fragile. What special technologies did you and your team use to protect them
Why do you think it is important to protect the artworks in the Mogao Caves
What things have you and your team done to help people learn more about the caves
How did you keep your spirits up when things were difficult
What are your hopes for the future, and how do you think younger generations will protect our
heritage
Step 4 看前准备（Before you watch）
教师展示莫高窟的相关图片（如文物修复的场景），引导学生基于以下问题开展讨论。
What are the Mogao Caves famous for
Besides Fan Jinshi, have you heard of other people who protect the Mogao Caves What do you know about them
What challenges do you think these protectors might face
教师引导学生在观看视频前猜测以下内容的正误。
The Mogao Caves have a history of over 1,000 years.
Foreign explorers once took away cultural relics from the Mogao Caves.
Several generations of people have worked to protect these caves.
Step 5 观看视频（While you watch）
验证猜测与核对信息：学生观看视频，验证看前的猜测是否准确，教师结合问题“Who are the caretakers of the Mogao Caves mentioned in the video What have the caretakers done to study and protect the art in the Mogao Caves ”，帮助学生梳理视频中主要人物及其事迹。
聚焦细节与填写表格：教师通过问题“What efforts have different generations of protectors made ”启发学生思考，引导学生对比不同年代的守护者（如早期常书鸿团队与目前的韩卫盟夫妇）的工作内容与环境差异。学生观看视频，关注时间线和人物行动（如临摹壁画、建立机构、设计应用等），填写表格，分组记录不同守护者的贡献，如：
Caretaker Time Action
Chang Shuhong since 1944 led artists and scholars to establish the Art Institute, protected and studied art
Chang Shana since she was a teenager copied murals, used patterns from Dunhuang in modern arts and crafts
Lou Jie for 30 years worked in the Art Institute to protect art, witnessed history
Han Weimeng & his wife since 2003 copied murals, studied art
教师在核对答案时，可截取视频中对应人物的叙述片段进行回放，强化学生的记忆。
文本关联：教师展示视频对应的文本，让学生标注文本中体现守护者精神的相关表达（如 have worked tirelessly to protect, devoted themselves to copying and protecting, It’s important to pass on this knowledge from generation to generation.），分析这些表达体现了守护者的什么精神（如dedicated, persevering, devoted, responsible, focused）。
Step 6 看后讨论（After you watch）
教师可联系现实中的文化遗产保护案例（如其他古迹修复），引导学生小组讨论问题“Why is it still important to protect cultural heritage sites like the Mogao Caves today ”，体会文化遗产的时代意义。
如学生程度较好，教师可简单提及国外文化遗产保护案例（如罗马古迹），引导学生基于问题“What can we learn from the Mogao Caves’ caretakers about protecting cultural heritage worldwide ”展开对比讨论。
【评价】
课后指导学生填写以下学习评价表：
评价内容 评分（1–5）
1. 我能说出莫高窟的文化价值和面临的问题。 1 2 3 4 5
2. 我能描述樊锦诗及其他守护者保护莫高窟的主要措施与贡献。 1 2 3 4 5
3. 我能理解“敦煌女儿”及历代守护者的奉献精神。 1 2 3 4 5
4. 我能参与文化遗产保护的讨论并提出想法。 1 2 3 4 5
【课后作业】
基础作业：
完成课本第63页的词汇练习，并用devote, preserve, digital各造一个句子。
摘抄文中描述莫高窟艺术或樊锦诗（及其他守护者）行动的句子，尝试复述故事。
拓展作业：
将课堂上的模拟采访整理成一篇短文，配上图片，张贴在班级“文化遗产角”。
2.查找一个国内外文化遗产保护的案例（如故宫文物修复、罗马古迹保护），对比其与莫高窟保护的异同，下节课分享。
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