How to achieve the proper orientation of reading teaching objectives

Proper positioning of teaching objectives refers to finding the right position and putting forward appropriate requirements in the training of basic Chinese skills.

(1) Grasp the stage and continuity of Chinese basic training in different years and grades. We should accurately grasp the teaching requirements of the syllabus and textbooks for this grade, the students' foundation and the teaching requirements for the next grade, so as to have a clear idea and formulate corresponding teaching objectives accordingly.

For example, in the lesson "Young Runner", the training focus is: on the basis of understanding the content, experience the thoughts and feelings, and practice summarizing the central idea of the article. In teaching, we can't spend a lot of time and energy on understanding a few things that Runtu told me and repeatedly understanding the content. Emphasis should be placed on why the author wrote these things about Runtu, which reflected the author's thoughts and feelings, and efforts should be made to guide in this respect, because this is the focus of senior syllabus and textbook training.

When setting teaching objectives, we should first make clear and pay attention to that the objectives are not "offside" and prevent them from being "out of place".

(2) Make clear the position of a book of Chinese basic training. This is a good step to draw up scientific and reasonable teaching objectives. Only in this way can we implement the requirements of basic Chinese training in different years and grades and effectively guide the teaching of each group of textbooks and each text.

For example, the seven volumes of Chinese in the five-year People's Education Edition are used for the first semester of the fourth grade, which is the beginning semester of the senior grade. This textbook has the nature of connecting the past with the future. In the arrangement of reading training, the first key training item "Grasping the main content of the text" is connected with the basic reading skills of middle school students, and the next two key training items, one is "Understanding ideas from the content" and the other is "Practicing the central idea", clearly reflect the training characteristics of senior students.

(3) Give full play to the role of the training group (unit). After clarifying the position of basic training in a textbook in the whole set of textbooks, the further work is to consider how to play the role of the training group. Therefore, it is necessary to determine what is the focus of each training group, what requirements should be met, and what is the relationship between the training groups, so as to play the role of the training groups in the basic Chinese training.

Take the seventh Chinese textbook of five-year primary school as an example. There are eight training groups in the whole book * * *. The first group and the eighth group do not arrange basic Chinese training projects, while the remaining six groups arrange three training projects focusing on reading and three training projects focusing on writing, which correspond to reading and writing, reflecting the mutual penetration and promotion of reading and writing. For example, there are three training programs that focus on reading. The first one is "grasping the main content of the text", the second one is "understanding ideas from the content", and the third one is "practicing the central idea". Each of these three training programs is more demanding than the other. The former is the foundation of the latter, and the latter raises the requirements appropriately on the basis of the former, interlocking and spiraling.

(4) Pay attention to the connection between each text and this group of textbooks and the whole textbook. Text is the main body of Chinese teaching materials and the main basis for basic Chinese training. Basic skills training of Chinese in different years and grades, the teaching tasks undertaken by the whole textbook, and the training focus of each group of textbooks; Finally, it should be implemented in the teaching of one text at a time. How to set the teaching goal of a text not only determines the teaching effect of this text, but also affects the overall situation.

To formulate the teaching objectives of a text, we must first make clear the relationship between the text and the teaching materials of this group and the whole book, and then put forward the teaching objectives according to the characteristics of the text and the students' reality.

For example, The Whale, the ninth volume of the Chinese textbook for six-year primary schools (People's Education Edition), is an expository text, which is the teaching and reading text of the fifth group. The training focus of this group is "grasping the characteristics of things and writing", which is put forward as a key training item for the first time. The training emphasis of Whale is related to the middle-grade textbooks. (I have learned this kind of text many times in grade two or four). In addition, the four texts in this group are all trained around "grasping the characteristics of things", while the teaching requirements are gradually improved.