How to formulate and state reading teaching goals in Chinese classes

(1) Accurately set teaching goals. Chinese teaching objectives refer to the standards to be achieved through Chinese teaching activities. It is related to the orientation of teaching activities, the selection of teaching content, the application of teaching methods and the evaluation of teaching effects. To this end, the establishment of Chinese classroom teaching goals must be based on scientific teaching concepts, scientific analysis of students' learning needs, and accurate grasp of teaching materials, and must be clear, specific, operable, and testable . 1. Implement the course objectives. The overall goal of the Chinese course is to comprehensively improve students' Chinese literacy, which is designed from three dimensions: knowledge and ability, process and method, emotional attitude and value. The three aspects penetrate each other and integrate into one, focusing on the improvement of Chinese literacy. In teaching, we must integrate the three-dimensional goals, rather than simply superimposing the three dimensions. We must take knowledge and abilities as the main line, infiltrate emotions, attitudes and values, and fully reflect them in the process and methods. The kind of label-like expression method that divides Chinese teaching goals into knowledge and abilities, processes and methods, emotional attitudes and values, and artificially divides the three-dimensional goals, will cause serious harm to Chinese teaching. The first requirement for effective teaching goal design is to be accurate and clear. The accuracy of Chinese teaching goals should be positioned at the all-round development of students' qualities: that is, not only focusing on students' mastery of Chinese knowledge, but also on cultivating students' language application abilities and innovative thinking abilities; not only focusing on developing students' intellectual factors, but also focusing on developing students' non-intellectual factors. 2. Detailed lesson objectives. Reading teaching is achieved through the teaching of texts one by one. Each text is arranged in a specific unit of a certain learning period teaching material. Teachers should gradually implement the course objectives through the teaching objectives of each text. The setting of Chinese class teaching objectives must first be subject to the requirements of Chinese curriculum standards and the goal system of teaching materials. Teachers should internalize the meaning of the text into their own knowledge and experience based on curriculum standards and students' actual conditions, and formulate reading teaching goals that are clear, specific, operable, and easy to detect. From the overall goal to the stage goal to the class goal, the upper level goal controls the lower level goal, and the lower level goal reflects the upper level goal. In a text, in a class, which knowledge only needs to be generally understood, which knowledge needs to be understood and applied, which ability in listening, speaking, reading and writing should be focused on training, to what extent it should be achieved, etc., should be as detailed as possible. ization, clearly in place. Similarly, the goals of cultivating students' thinking quality and cultivating students' moral emotions should also be clearly defined. Only clear and definite teaching objectives can be realistically operable and evaluable. For example, the teaching objectives of the second lesson of "How the Yellow River Changes" can be designed as follows: (1) to read the text emotionally and understand what changes have taken place in the Yellow River; (2) to grasp the changed words and key sentences in the text, and read Understand what causes the changes in the Yellow River, be inspired by it, and enhance environmental awareness; (3) On the basis of understanding the text content, collect information about the Yellow River, talk about ideas for regulating the Yellow River, and inspire a sense of social responsibility to protect the mother river. These three teaching objectives include three dimensions, are accurate, operable and detectable. 3. Control and generate goals. Once the goals are clear, the entire teaching process should be controlled, and teaching activities should be defined within the scope defined by the goals. Teachers should obtain feedback from students in a timely manner and modify teaching according to the goals. The practice of reading teaching tells us that everything that may happen in the classroom cannot be completely foreseen by teachers in pre-class preparation, so the process of classroom teaching is a dynamic development process.