How to implement the classroom teaching goals of junior high school Chinese

How to implement three-dimensional goals in junior high school Chinese classroom teaching

The goals of the Chinese curriculum are from the three goals of "knowledge and ability", "process and method" and "emotional attitudes and values" Designed from a latitude perspective, it is oriented to all students and strives to enable every student to achieve and acquire the basic Chinese literacy that modern citizens must possess. The focus is on the overall improvement of students' Chinese literacy. Then, how to effectively implement the three-dimensional goals in Chinese classroom teaching and improve the effectiveness of Chinese classroom teaching is the main direction of the new Chinese curriculum reform. Therefore, I mainly focus on the following aspects to implement the three-dimensional goals and improve the quality of classroom teaching.

1. Transform learning styles and promote student development

The so-called learning styles refer to students’ basic behavioral and cognitive orientations in completing learning tasks. Students' learning methods include acceptance and discovery. The two learning methods complement each other and are indispensable. The traditional learning method emphasizes acceptance and is based on human objectivity, passivity, and dependence, which leads to the continuous erosion of human subjectivity, initiative, and independence, suffocates human thinking and intelligence, and wears away human intelligence. The interest and enthusiasm for learning hinder the development of students. Changing learning methods is to change this passive learning attitude and transform learning into a process in which human subjectivity, initiative, and independence are continuously generated, promoted, developed, and improved, so that the learning process of students' learning becomes a process of discovering problems, raising questions, and analyzing Problems and problem-solving processes.

The key to transforming students' learning methods and promoting student development is to make classroom teaching truly a world of independent, cooperative, and inquiry-based learning for students. Autonomy, cooperation, and exploration are complementary to each other, integrated and organically combined. By adopting this learning method, students are emotionally invested in the learning process and can gain effective emotional experience, which is conducive to the formation of students' good values. At the same time, it also develops students' abilities and accumulates knowledge and culture. For example, when studying the lesson "The Harmony of Generals", students are allowed to freely form groups of three to perform the textbook content. At this time, the students freely form a whole. They provide suggestions and help each other to perform the textbook content well. In this way, in the process of autonomy, cooperation, and inquiry, everyone's enthusiasm is fully mobilized, students' potential is developed, the dominant position is truly reflected, and the students' joint development is promoted.

2. Change the role of teachers and promote teacher-student interactions

The traditional concept of teaching understands teaching as teachers’ purposeful, planned and organized transfer of knowledge, skills and development to students. The process of developing intelligence, cultivating abilities, and cultivating moral character. Obviously, in this process, teachers are the controllers of the teaching process, the organizers of teaching activities, the makers of teaching content and the judges of students’ academic performance. They have absolute authority. There is an unequal relationship between teachers and students. . Modern teaching theory points out that the teaching process is a process of communication, active interaction, and joint development between teachers and students. Without communication and interaction, teaching does not exist or does not occur. Those "teachings" that only have the form of teaching without substantive communication are false teaching. For example, in class, a student gave a correct answer to a certain question, but the teacher still asked: "Is his answer correct?" The students all answered: "Yes." It can be seen that there is only a form of communication, but no For substantive content, teachers must change their role as teachers and promote real interactions between teachers and students.

The teaching process is a process in which teachers and students create and create students, and a process in which teachers and students equally participate in teaching. Teachers must break the old ideas of "teacher-centered" and "classroom protagonist", and in democracy In an equal learning atmosphere, students are guided to express freely and explore independently. At the same time, teachers, as promoters of student development, should actively create spaces for independent inquiry and cooperation, establish harmonious, democratic, and equal teacher-student relationships, and promote real interactions between teachers and students.

3. Pay attention to classroom evaluation

American educator Stephen said that classroom evaluation is an evaluation of students’ learning process, and the purpose is to stimulate students’ learning motivation rather than just to students. An assessment. He believes that classroom evaluation of students is part of effective and successful teaching. It can be seen that classroom evaluation is an educational method, which is used to improve students' learning and improve student performance.

For example, when a teacher was teaching "Borrowing Arrows from a Straw Boat", he asked: "Can Zhuge Liang's 'borrowing arrows' from Lu Su explain Zhuge Liang's 'magical calculation'?" Most students believed that Zhuge Liang could accurately grasp Lu Su's sincerity and boldly Zhuge Liang borrowed a boat from Lu Su. Without ingenuity, this would not be possible, so borrowing a boat can illustrate Zhuge Liang's miraculous calculation. However, some students believed that it was indeed clever to foresee the heavy fog and predict that Cao Cao would not dare to go to war, but borrowing a boat did not count, because everyone knew that Lu Su was honest and did not gossip, so borrowing a boat from him was not a miraculous plan. The students argued fiercely because of this, and it was hard to tell the difference for a while, and finally the focus fell on the teacher's evaluation. The teacher did not introduce the students into a pre-set frame, but cleverly made this evaluation: "Whether 'borrowing a boat' can illustrate Zhuge Liang's miraculous calculations, the students each have their own understandings, and a thousand readers have one A thousand Hamlets are normal. Therefore, what everyone said makes sense, especially when the students’ speeches are different and express their own unique opinions, it is amazing!” This teacher fully respects the students’ opinions and not only cultivates the students’ The personality qualities of self-esteem and self-confidence make students love to think, dare to think, and know how to think, and are also conducive to stimulating students' innovative consciousness. In the classroom, teachers always have many encouraging comments. For example: "Believe in yourself, you will do well in reading." "You are really good!" "You will succeed if you try harder." "Why didn't I think of that? You have such a wonderful experience." "What a good question, if you can read, Able to think, great progress! "... It can be seen that the three-dimensional goals are effectively implemented in the classroom evaluation, and the uniqueness of students' life development is respected, so that every student can develop in teaching and experience the joy of life growth.

4. Pay attention to the daily life of classroom teaching

The famous people's educator Mr. Tao Xingzhi once said: "Life is education." The famous American educator Walt made "Chinese "The extension of learning is equal to the extension of life." Therefore, the "Chinese Curriculum Standards" emphasize the daily life of Chinese courses based on the actual situation of Chinese teaching, requiring further close connections between Chinese learning and life, and requiring teachers to guide students to learn in life. Chinese, using Chinese, expands the background of Chinese learning to students’ entire life world. For example, when studying texts that praise parents such as "Litchi" written by Xiao Fuxing, "Autumn Memories" written by Shi Tiesheng, "Father and Son in the Earthquake" written by Mark Hanlin, you can ask students to think about and say something. Talk and write about the things your parents love about you. When studying "Reuben's Secret" and other texts about children caring for their parents, students can be asked to put themselves in their shoes and think about how they love their parents. Teaching in this way that is linked to the reality of life can also have a strong shock to the students' souls and achieve the emotional goal of Chinese teaching well. Another example is that after some teachers studied texts such as "Only One Earth", "How the Yellow River Changes", and "Funeral of the Great Falls", they arranged for students to carry out activities to investigate local ecological and environmental conditions. Activities like this directly link Chinese classroom learning with social life, expanding the scope of Chinese learning and practical application. Only then can the comprehensive Chinese literacy education for students required by the new curriculum standards be implemented.

In short, truly implementing the three-dimensional goals in classroom teaching can bring students a brand new classroom and provide practical and effective help for students' comprehensive development and lifelong development.