How to Set Effective Chinese Teaching Objectives in Primary Schools

Teaching goal is the starting point and destination of the teaching process; It is a restrictive factor in teaching design and classroom teaching; It plays an important guiding role in making teaching plan, organizing teaching content, defining teaching direction, determining teaching focus, selecting teaching methods and arranging teaching process. Then, under the background of the new Chinese curriculum in primary schools, what is the reasonable design of Chinese teaching objectives in primary schools, and what principles should the three-dimensional Chinese objectives follow? What are the problems in the design of teaching objectives and what action strategies have been adopted? I try to discuss it from the following contents: 1. Reasonable design of Chinese teaching objectives in primary schools. The goal of primary school Chinese teaching is the goal and direction of primary school Chinese classroom teaching, which has a decisive guiding role and is the starting point and destination of primary school Chinese classroom teaching; Chinese classroom teaching in primary schools is to achieve certain Chinese teaching objectives in primary schools. The efficiency of classroom teaching directly affects the realization of teaching objectives, so it has a decisive influence on the realization of Chinese teaching objectives in primary schools. Therefore, the basis, principles and implementation of Chinese teaching objectives in primary schools must also fully consider the reality of classroom teaching. Everything should proceed from the reality of classroom teaching. Second, the following four basic principles should be followed in formulating the teaching objectives of Chinese in primary schools: first, the teaching objectives should be comprehensive; Second, the teaching objectives should be reasonable; The goal of Chinese teaching in primary schools should be just right, impartial and rooted in the text; Third, the teaching objectives should be flexible; On the one hand, the teaching objectives should not be set too narrowly. On the other hand, we should make random adjustments in teaching and even let students participate in the determination of teaching objectives. We should fully consider the changes of students' original foundation and actual needs in the learning process and pay attention to the generation of teaching objectives. Fourth, the setting of teaching objectives should be appropriate, that is, the teaching objectives should meet the requirements of curriculum standards and students' reality, but also consider the differences of students and set hierarchical goals. The teaching goal of the new Chinese curriculum is determined according to three dimensions: knowledge and ability, process and method, emotional attitude and values, which is the embodiment of a new concept. Putting process and method, emotional attitude and values in the teaching objectives and in a prominent position is something that has never been done in the past syllabus. This can be said to be the result of reflecting on the disadvantages of Chinese teaching in the past, and it can also be said to be a highlight of the new Chinese curriculum reform. However, after going deep into the classroom, it is obvious that there are * * * identical problems in the expression of three-dimensional goals in the implementation of new curriculum standards and new textbooks. The goal of Chinese teaching is the starting point and destination of Chinese teaching. The requirements of Chinese curriculum standards are: the unity of knowledge and ability, process and method, emotional attitude and values. How to determine and express teaching objectives for specific texts according to three-dimensional objectives is directly related to the implementation of new curriculum standards. We must see the problems and find the correct countermeasures. Therefore, from the perspective of expression, we talk about some superficial views on the main problems and countermeasures in the expression of three-dimensional teaching objectives. The main problem in the expression of (1) How to express the three-dimensional teaching goal directly reflects the concept and method of the teaching designer. From the perspective of teaching implementation, the most common problems are the following two traditional expressions. Ignore methods and processes. Let's look at the case first: Sun Quan's teaching goal of encouraging learning is (1) to understand the meaning of the text and the content of the article. (2) Master the method of portraying characters in this paper. (3) Accumulate some important classical Chinese vocabulary and improve the reading ability of classical Chinese. (4) Let students understand that learning is endless. Here, from the expression of teaching objectives, we highlight the requirements for knowledge and ability, without the injection of processes and methods. The goal of "understanding the meaning of the text and the content of the article" is not clear about the means and methods to achieve this goal; How to "master" the method of portraying characters in the text? By what means? Is it by trying to figure out the tone, by analyzing the language, or by comparing with other articles? I don't even know. These key things are not expressed in the teaching objectives. This is no different from the traditional expression of teaching objectives. Does not meet the requirements of the new curriculum standards. The essential difference between the determination and expression of Chinese teaching objectives under the concept of new curriculum standards and the expression of traditional teaching objectives lies in the organic integration of process and method, emotional attitude and values. Tradition emphasizes the mastery of knowledge, and knowledge learning is isolated. It has nothing to do with the improvement of ability, ignoring the process and methods of students' learning. As can be seen from this positioning expression of teaching goal design, it often only pays attention to the results and ignores the process of achieving the results. This will inevitably lead to the disadvantages of emphasizing results over processes in teaching. 2. Complexity and divisiveness of expression. Please look at the case: Qiu's teaching goal: knowledge and ability goal: (1) Understand the content of poetry. (2) Cultivate students' ability to read poems aloud. (3) Master the general methods of appreciating poetry. (4) Cultivate students' aesthetic ability. Process and Method Objective: (65438) Pay attention to ponder and taste the language of poetry. (3) Improve the effect through the combination of music, pictures and words. (4) Expand and develop students' autonomous learning ability. Emotion, attitude and values Goal: (1) Cultivate students' feelings of feeling and appreciating beauty. (2) Cultivate students' love for poetry. (3) Stimulate students' love for nature and life. Although comprehensive, there are still problems. There are two main problems: one is the separation of three-dimensional targets, but there is no organic infiltration and integration. In fact, they are inseparable in teaching; Second, there are many and miscellaneous. An article * * * sets the goals of 1 1, which are generally difficult to achieve in the classroom and do not conform to the teaching practice. At the same time, there are some repetitions in expression. In many schools, it is very common to determine and express the Chinese teaching objectives of the new curriculum in this way, which is worth exploring.