How to design three-dimensional goals in primary school Chinese teaching

We know that teaching objectives are the starting point and destination of the teaching process; it is a restrictive factor in teaching design and classroom teaching; it plays a vital role in formulating teaching plans, organizing teaching content, clarifying teaching directions, determining teaching priorities, and selecting Teaching methods and arrangement of teaching processes play an important guiding role. So in the context of the new primary school Chinese curriculum, what is the reasonable design of primary school Chinese teaching goals, and what principles should the three-dimensional Chinese language goals follow? What problems exist in the design of teaching objectives and what action strategies should be adopted? I will try to discuss it from the following content. 1. Reasonable design of primary school Chinese teaching objectives. Primary school Chinese teaching objectives are the goals and directions of primary school Chinese classroom teaching. It has a decisive guiding role in primary school Chinese classroom teaching and is the starting point and destination of primary school Chinese classroom teaching; and primary school Chinese classroom teaching Teaching is carried out to achieve certain primary school Chinese teaching goals. The efficiency of classroom teaching directly affects the achievement of teaching goals, so it has a decisive influence on the realization of primary school Chinese teaching goals. Therefore, the basis, principles and implementation of primary school Chinese teaching objectives must also fully consider the actual classroom teaching, and everything must be based on the actual classroom teaching. 2. The following four basic principles should be followed in formulating primary school Chinese teaching objectives: First, the setting of teaching objectives should be comprehensive. Second, the setting of teaching goals must be reasonable. The goal positioning of primary school Chinese teaching should be just right, impartial, rooted in the text, not exaggerated or far-fetched. Third, teaching goal setting should be flexible. On the one hand, when designing teaching, the teaching goals should not be set too narrowly or too rigidly, and should be flexible; on the other hand, random adjustments should be made during teaching, and students should even be involved in determining the teaching goals, and full consideration should be given to Changes in students' original foundation and actual needs in the learning process, and pay attention to the generative nature of teaching objectives. Fourth, teaching goals must be set appropriately. That is to say, the teaching objectives must meet the requirements of the curriculum standards and the actual conditions of the students. The differences of students must also be considered to set hierarchical objectives. 3. What problems exist in the design of teaching objectives and what action strategies should be adopted? The teaching objectives of the new Chinese curriculum are determined according to three dimensions: knowledge and ability, process and method, emotional attitude and value. This is the embodiment of a new concept. The process and methods, emotional attitudes and values ??are included in the teaching objectives and placed in a prominent position, which has never been done in the past syllabus. This can be said to be the result of reflection on the shortcomings of Chinese teaching in the past, or it can be said to be a highlight of the new Chinese curriculum reform. However, after going deep into the classroom, it was obvious that there were different problems in the expression of the three-dimensional goals in the implementation of the specific new curriculum standards and new teaching materials. Chinese teaching goals are the starting point and destination of Chinese teaching. The requirements for the goals of the "Chinese Curriculum Standards" are: the unity of three dimensions: knowledge and abilities, processes and methods, emotional attitudes and values. How to determine and express teaching goals according to three-dimensional goals for specific texts is directly related to the implementation of the new curriculum standard concept. We must see the problems and find solutions. For this reason, from the perspective of expression, let’s talk briefly about the main problems and countermeasures in the expression of three-dimensional teaching objectives. (1) Main problems in expression How to express three-dimensional goals directly reflects the conceptual and methodological issues of instructional designers. From the perspective of teaching implementation, the most common problems are the following two. 1. Traditional expression, ignoring methods and processes. Let’s look at the case first: Teaching objectives of “Sun Quan Encourages Learning”: (1) Understand the meaning of the text and understand the content of the article. (2) Grasp the method of portraying characters in this article. (3) Accumulate some important classical Chinese words and improve the ability to read classical Chinese. (4) Let students understand that there is no end to learning. Here, from the statement of teaching objectives, we only see what students should understand, grasp, and accumulate from the text. What is highlighted is the requirements for knowledge and ability, but there is no injection of process and methods. Among the goals, it is "required to understand the meaning of the text and the content of the article". It is not clear through what channels and methods to achieve this goal; "grasp the method of portraying the characters in this article", how to achieve "grasp"? Through what means? Is it by trying to figure out the tone, analyzing the language, or comparing it with other articles? Not sure. These most critical things are not stated in the teaching objectives. This is no different from the traditional statement of teaching objectives. This does not meet the requirements of the new curriculum standards.

The essential difference between the determination and expression of Chinese teaching objectives under the new curriculum standard concept and the expression of traditional teaching objectives lies in the organic integration of processes and methods, emotional attitudes and values. The traditional focus is on the mastery of knowledge. The learning of knowledge is isolated and not connected with the improvement of abilities, ignoring the process and methods of students' learning. From this positioning statement of teaching goal design, it can be seen that often only the results are emphasized and the process of achieving the results is ignored. This will inevitably lead to the disadvantage of emphasizing results and ignoring the process in teaching. 2. Complexity and segmentation in expression. Please see the case: "Autumn" teaching objectives: Knowledge and ability objectives: (1) Understand the content of the poem. (2) Cultivate students’ poetry reading ability. (3) Master the general methods of appreciating poetry. (4) Cultivate students’ appreciation of beauty. Process and method objectives: (1) Strengthen the training of poetry reading skills. (2) Pay attention to understanding and tasting the language of poetry. (3) Improve the effect through the combination of music, pictures and text. (4) Expand and develop students’ ability to learn independently. Emotion, attitude and value goals: (1) Cultivate students' emotions to feel and appreciate beauty. (2) Cultivate students’ love for poetry and language. (3) Inspire students’ love for nature and life. Judging from the determination and expression of the above goals, although it is comprehensive, problems still exist. The problem mainly has two aspects: First, the three-dimensional target is separated, and the three objects are not organically penetrated and integrated. In fact, the three cannot be separated in teaching; the second is numerous and complicated. One article only identified 11 goals. Generally speaking, it is difficult to achieve in the classroom and is not consistent with the actual teaching; at the same time, The content in the statement also seems to be repetitive. In many schools, such determination and expression of the Chinese teaching objectives of new courses is relatively common and deserves discussion.