Paper on Chinese teaching in primary schools: Talking about the implementation of three-dimensional teaching objectives in the classroom

Primary school Chinese teaching paper sample: Talking about the implementation of three-dimensional teaching goals in the classroom

Introduction: In the new curriculum, the three-dimensional goals are the main contradiction, and knowledge and ability are the main contradictions. aspect. There is no doubt that the core of Chinese literacy is Chinese ability.

The "Full-time Compulsory Education Curriculum Standards (Experimental Draft)" (hereinafter referred to as the "New Curriculum Standards") points out: "Strive to improve classroom teaching and consider knowledge, abilities, and emotions as a whole It integrates attitudes, processes and methods, and advocates heuristic and discussion-based teaching. ?This passage points out the direction for the classroom teaching reform of the new curriculum. The following will talk about the implementation of the three-dimensional teaching objectives in the classroom from two aspects

1. Focus on Chinese literacy and grasp the three-dimensional objectives

The overall goal of the new Chinese curriculum is to comprehensively improve students’ Chinese literacy?. What is the relationship between Chinese literacy and the three dimensions of knowledge and ability, emotion and attitude, process and method? The "Interpretation of Chinese Curriculum Standards" organized by the Department of Basic Education of the Ministry of Education points out: After nine years of study, students should have Basic Chinese literacy. The connotation of this basic Chinese literacy is rich. The curriculum objectives are designed and developed based on three dimensions: knowledge and ability, process and method, emotional attitude and value. The three dimensions are clearly explained as the content of Chinese literacy. . Understanding three-dimensional teaching goals from the perspective of Chinese literacy can enhance goal awareness and help improve educational concepts.

(1) Correctly understand the three-dimensional connotation

1. Knowledge and ability goals. Items 6-10 of the "General Objectives" are specific provisions on the knowledge and abilities in the course and are the basic basis for "Knowledge and Abilities" teaching. We need to delve deeply into the new curriculum standards and understand how the knowledge and ability requirements in the new curriculum standards have changed compared with the old syllabus, so as to correctly grasp the requirements of the new curriculum "knowledge and abilities". For example, in reading teaching, the old syllabus requires that you be able to understand the main content, grasp the central idea, have a certain speed, and develop good reading habits; the new curriculum standard requires that you have independent reading ability, have rich accumulation, and form good reading skills. Language sense? In addition, there are requirements in terms of reading volume and reading speed, as well as an emphasis on accumulation and the cultivation of language sense, which are not found in the old syllabus.

2. Process and method goals. This is unique to the new curriculum standards. Article 5 of the "Overall Objective" is about process and method requirements, advocating "exploratory learning" and emphasizing learning in the practice process. "Process", the important thing is "experience". Literacy, reading, oral communication, homework, comprehensive learning, etc., all must allow students to experience the process and learn in the process, making the learning process a part of the students' living world. ?Methods? should be concrete, not abstract. They should be accompanied by the learning of knowledge, the training of skills, the experience of emotions, and the cultivation of aesthetics. The history of Chinese and foreign teaching shows that it is difficult to transfer "methods" that are independent of specific knowledge and skills learning.

3. Emotional attitudes, values ??and goals. The "Emotional, Attitude, Values" goal reflects the humanistic nature of the Chinese language and emphasizes giving students a broad cultural exposure. The connotation is much richer and deeper than the "Ideological" goal of the old syllabus. ?General goals? 1-4 are specific requirements for ?emotions, attitudes, and values, covering the essence of traditional ideological education, as well as the cultivation of life consciousness, modern consciousness, multiculturalism, international understanding, and language learning interests, confidence, and habits.

(2) Clarify the relationship between the three dimensions

In the new curriculum, the three-dimensional goal is the main contradiction, and knowledge and ability are the main aspects of the main contradiction. There is no doubt that the core of Chinese literacy is Chinese ability. Doubts or wavering will make Chinese teaching confused and the quality of Chinese teaching will seriously decline.

If Chinese literacy is compared to a building, consisting of three-dimensional goals, knowledge and ability are the base of the building, processes and methods, emotions, attitudes and values ??are the superstructure. Only when the base is stable, the foundation of Chinese teaching will not be shaken,? The superstructure can develop higher. Emotions, attitudes and values ??are an important dimension. Without it, Chinese teaching will return to the state before the curriculum reform, which will still be a lack of humanism. Without the goal of "process and method", it will be difficult to implement the "autonomy, cooperation, and inquiry" advocated. While taking into account other two dimensions, the solid foundation of knowledge and abilities is the goal pursued by the new Chinese language curriculum.

(3) Integrating three-dimensional goals

The new curriculum standard points out that the curriculum objectives are designed based on three dimensions: knowledge and ability, process and method, and emotion, 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 "curriculum objectives" in the new curriculum standards provide a model for us to integrate three-dimensional objectives. For example, Article 6 of "Oral Communication" in the first stage of schooling stipulates: "Have the confidence to express." Actively participate in discussions and express your opinions on topics of interest? ?Self-confidence, positivity, and interest are requirements for emotions and attitudes; ?expression?participating in discussions?expressing one's own opinions?are skills requirements, and ?participating in and publishing?reflects the process, how to discuss and how to express opinions It reflects the requirements of learning methods. When formulating three-dimensional teaching objectives, we must learn from the new curriculum standard's integration method of three-dimensional objectives.

2. Implement effective teaching and implement three-dimensional goals

Effective Chinese teaching is to enable students to progress and develop in knowledge, abilities, emotions, attitudes and values ??through teaching, so as to improve their Chinese literacy Be promoted, experience the learning process and master learning methods. To implement effective teaching and implement three-dimensional goals, the following points must be achieved.

(1) Effective subject participation

It has been established that students are the main body of learning. What is important is how to guide students to effectively participate and guide students to learn independently.

1. First of all, teachers should respect students' personality, respect students' individual differences, establish a democratic and harmonious classroom atmosphere, and make students feel emotionally safe. The second is to establish a warm learning place where students can accept and appreciate each other, so that students can have a safe spiritual harbor.

2. Teachers must learn to appreciate students and help students build confidence in learning; they must be willing to give students the extra help they need or desire.

3. Cultivate students’ ability to make choices and fulfill their responsibilities. Students have the ability to choose learning content and learning methods, and are competent in their own tasks in independent learning and cooperative learning.

4. Teaching should be connected with students’ living world, activate students’ life experience, and touch students’ heartstrings.

(2) Specific teaching objectives

Three-dimensional teaching objectives must be specific to facilitate implementation in classroom teaching. To make the three-dimensional teaching objectives concrete, the following contents should be included: 1. Teaching objects; 2. Students’ behavior; 3. Determining the conditions for behavior. Conditions refer to the restrictions that can affect the learning results; 4. Degree. Degree is determined by three aspects: speed, accuracy and quality of behavior.

For example, the three-dimensional teaching objectives of "The Green of the West Lake" are formulated as follows:

1. Through self-study, students can read 5 new words quickly and accurately.

Conditions Object Degree Behavior

2. Read the text emotionally, and students can deeply understand the author's love for the green of West Lake.

Conditional object degree behavior

3. Understand the text content, students accurately understand the characteristics of the "green" of West Lake, and deeply understand the conditional object degree behavior

Conditional object degree behavior

The reader’s unique experience of West Lake.

Behavior

(3) Problematization of teaching content

Questions are the beginning of thinking. In teaching, teachers should be good at refining questions for students, and also be good at guiding students to ask and form questions, turning the learning process into a process of raising and solving problems. To cultivate students' problem awareness in reading teaching, we must not only guide students to start from the whole, but also guide students to find problems in details. For example, in the teaching of "The Green of West Lake", the teacher can guide students to ask questions and then solve the problems in depth. . Questions that students may ask, such as: 1. How many places are green used in the text? What are the characteristics of each place? 2. The author uses so many "greens", why don't we feel repetitive when reading? The first one The first question is to focus on the whole. To solve the problem, we must guide students to summarize and grasp the main information. The second question is to focus on the details. To solve the problem, we must not only guide students to compare, but also guide students to understand through repeated readings.

(4) Practicalization of the teaching process

The teaching process is the process of guiding students to practice Chinese. As the new curriculum points out, Chinese is a highly practical course and should be focused on Cultivate students' Chinese practice ability, and the main way to cultivate this ability should also be Chinese practice. ?

Chinese language practice includes the learning of knowledge and the training of skills, as well as emotional experience and the cultivation of interests. For example, in reading teaching, we can use the emotion of the text as the main line to guide students to empathize with the text, think, imagine, and accept the emotional influence of the article. At the same time, they can complete the comprehension of words and sentences and the learning of reading methods. In assignment teaching, we can still use emotions as clues to guide students to connect with the living world when collecting materials, activate the imaginary world, confide emotions and express emotions when conceiving and performing, and reflect on the expression of emotions during evaluation to make the expression of emotions more accurate. , more specific and more vivid.

(5) Methodological teaching guidance

Teachers must have a strong awareness of methodology and use different methods to provide guidance according to different learning types.

1. Learning guidance for declarative knowledge

Declarative knowledge is also called descriptive knowledge or memory knowledge. It has a static nature and is mainly used to answer things? What is it? Why? and? How?, a large number of texts in textbooks can be regarded as declarative knowledge. From the perspective of language accumulation, they are mainly read by heart. The teacher's guidance mainly focuses on how to use different reading methods and memorization methods according to the characteristics of the text.

2. Procedural knowledge

Procedural knowledge is also called step knowledge or process knowledge. It is dynamic in nature and is mainly used to solve what to do and how to do it. problem. Procedural knowledge has a directional effect on the formation of skills and can directly guide the training of skills and promote the formation of skills. Procedural knowledge in textbooks can be found in the "Introduction", "Reading Tips", "Thinking" Exercises", "Assignments" and "Oral Communication" tips in the text. Most of them are not shown in the text, and it all depends on the teacher according to the characteristics of the textbook. The guidance of procedural knowledge in reading teaching should guide students to experience first reading perception? intensive reading perception (experience)? re-reading sublimation and familiar reading. It should guide students to gradually master the steps and methods of comprehending key words and sentences, such as first understanding the literal meaning of key sentences. Meaning, then connect it with the background of the times, connect with life experience to understand the implication, experience the thoughts and feelings, and then understand the expression method of the sentence. Another example is homework guidance, which should guide students to learn observation, thinking, performance, evaluation and other methods in the process of material collection, conception, drafting and processing.

3. Learning guidance of strategic knowledge

Strategic knowledge refers to students’ understanding of learning tasks in learning situations, their choice of learning methods and their control of the learning process. It is different from specific learning methods such as circle drawing, annotation, and comments, but a monitoring system composed of learning methods, learning regulation, and metacognition. As the grade level increases, teachers must gradually guide students to clarify what they want to learn from textbooks each time, what resources to use and how to use these resources, and what kind of learning strategies to use to achieve learning goals.

(6) Diversification of teaching evaluation

The multi-dimensionality of teaching objectives determines that teaching evaluation should also be diversified. It should not only evaluate students' knowledge and abilities, but also evaluate students' emotions. , attitudes, values, evaluation processes and methods. When communicating feedback, the teacher should not only pay attention to the correctness of the students' answers, but also pay attention to the students' thinking process in arriving at the answers. After the students answer the questions, they should ask: How did you come up with it? (or ask: What is your basis? ) should not only pay attention to students' understanding of knowledge and application of skills, but also pay attention to students' interest in knowledge and concentration on learning. They can express appreciation or use tactful criticism to evaluate. Teachers should not suppress the value tendencies revealed by students, even if they are wrong. They should patiently ask students why they think so and then provide guidance. Practice has proved that only diversified teaching evaluation and evaluation methods that promote student development can help achieve the three-dimensional teaching goals.

The implementation of three-dimensional teaching objectives in classroom teaching is the main direction of the classroom teaching reform of the new Chinese language course. Whether it can achieve results as soon as possible depends on the depth of teachers' understanding of it and the integration and application of effective teaching strategies and methods.

References:

1. "Full-time Compulsory Education Chinese Curriculum Standards (Experimental Draft)" formulated by the Ministry of Education of the People's Republic of China and published by Beijing Normal University Press in 2001 July

2. "Interpretation of the Nine-Year Compulsory Education Chinese Curriculum Standards (Experimental Draft)" Written by the Basic Education Department of the Ministry of Education organized by the Chinese Curriculum Standards Development Team and edited by Chao Zongqi Lei Shi and Lu Zhiping

3. "Talk? Chinese Literacy?" Liu Zhenfu "Chinese Language Construction" 2003 Issue 4

4. "The Value Pursuit of New Curriculum and the Transformation of Chinese Teaching" Ni Wenjin, East China Normal University www.google.com

5. "Teaching and Learning in the New Curriculum" Xiao Chuan, Beijing Normal University;