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

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

The goal of Chinese curriculum development is designed from three dimensions: knowledge and ability, process and method, emotional attitude and values. It faces all students, and strives to make every student achieve and acquire the basic Chinese literacy that modern citizens must have, focusing on the all-round improvement of students' Chinese literacy. Then, how to effectively implement the three-dimensional goal of Chinese classroom teaching and improve the effectiveness of Chinese classroom teaching is the main direction of Chinese new curriculum reform. Therefore, I mainly focus on implementing the three-dimensional goals from the following aspects to improve the quality of classroom teaching.

First, change the way of learning and promote students' development.

The so-called learning style refers to students' basic behavior and cognitive orientation in the process of completing learning tasks. There are two ways for students to learn: acceptance and discovery, which complement each other and are indispensable. However, the traditional way of learning emphasizes acceptance, which is based on human objectivity, passivity and dependence, thus leading to the continuous erosion of human subjectivity, initiative and independence, stifling people's thinking and intelligence, stifling people's interest and enthusiasm in learning and hindering students' development. Changing learning style means changing this passive learning attitude, transforming learning into a process in which adults' subjectivity, initiative and independence are constantly generated, publicized, developed and promoted, and making the learning process of students' learning a process in which problems are discovered, raised, analyzed and solved.

The key to changing students' learning style and promoting students' development is to make classroom teaching truly become a world of students' autonomy, cooperation and inquiry learning. Autonomy, cooperation and exploration complement each other and are organically integrated. When students adopt this learning method, they have emotional input in the learning process and can get effective emotional experience, which is conducive to the formation of students' good values. At the same time, it also develops students' ability and accumulates knowledge and culture. For example, you have learned the lesson of "making peace with the general" and let the students freely combine the contents of three sets of performance textbooks. At this time, students will be free to form a whole, they will offer suggestions, help each other and perform the textbook content well. In this way, in the process of independence, cooperation and inquiry, everyone's enthusiasm is fully mobilized, the potential of students is developed, the main position of students is truly reflected, and the development of students is promoted.

Second, change the role of teachers and promote the communication between teachers and students.

The traditional teaching view understands teaching as a process in which teachers teach students knowledge and skills, develop intelligence, cultivate ability and cultivate moral character purposefully, planned and organized. Obviously, in this process, the teacher is the controller of the teaching process, the organizer of teaching activities, the maker of teaching content, the judge of students' academic performance, and has absolute authority. There is an unequal relationship between teachers and students. Modern teaching theory points out that the teacher process is a process of communication, positive interaction and common development between teachers and students. Without communication and interaction, there is no teaching, and those "teaching" that only have formal expression of teaching without substantive communication are all fake teaching. For example, in class, a student gave a correct answer to a question, but the teacher still asked, "Is his answer right?" The students all replied, "Yes." Visible, only in the form of communication, no substantive content. Teachers must change their roles and promote real communication between teachers and students.

The process of teaching is that teachers and students create students and participate in teaching equally. Teachers should break the old concepts of "teacher-centered" and "classroom protagonist" and guide students to express freely and explore independently in a democratic and equal learning atmosphere. At the same time, teachers, as promoters of students' development, should actively create the eager space for independent exploration and cooperation, establish a harmonious, democratic and equal relationship between teachers and students, and promote real interaction between teachers and students.

Third, pay attention to classroom evaluation.

American educator Stephen said that classroom evaluation is an evaluation of students' learning process, and its purpose is to stimulate students' learning motivation, not just to evaluate students. He believes that classroom evaluation of students is a part of effective and successful teaching. It can be seen that classroom evaluation is an educational means, which can be used to improve students' learning and grades. For example, when a teacher was teaching "borrowing an arrow from a straw boat", he asked, "Can Zhuge Liang explain Zhuge Liang's clever calculation by borrowing an arrow from Lu Su?" Most students think that Zhuge Liang can accurately grasp Lu Su's sincerity and boldly borrow a boat from Lu Su, which can't be done without intelligence, so borrowing a boat can illustrate Zhuge Liang's intelligence. However, some students think that it is really clever to foresee the fog and predict that Cao Cao will not dare to go out, but borrowing a boat is not counted, because everyone knows that Lu Su is an honest man, and it is not a clever trick to borrow a boat from him if he does not report it. Because of this incident, the students argued fiercely, and it was difficult to compete for a while. Finally, the focus fell on the teacher's evaluation. The teacher did not introduce the students into the preset framework, but skillfully made this evaluation: "Whether borrowing a boat can explain Zhuge Liang's ingenious calculation, the students have their own understanding, and it is normal for a thousand readers to have a thousand Hamlets. So what everyone said is reasonable, especially when the students speak differently and express their opinions. It's amazing! "This teacher fully respects students' opinions, which not only cultivates students' self-esteem and self-confidence, but also makes students love to think, dare to think and think, and is also conducive to stimulating students' sense of innovation. In class, teachers always have many encouraging comments. For example, "believe in yourself and you will read well." "You are really good!" "Try harder and you will succeed." "Why didn't I think of that? You have a wonderful experience. " "What a good question! I can read, think and make great progress!" ..... It can be seen that the three-dimensional goal is effectively implemented in classroom evaluation, and the uniqueness of students' life development is respected, so that every student can develop in teaching and experience the happiness of life growth.

Fourth, pay attention to the life of classroom teaching.

Mr. Tao Xingzhi, a famous people educator, said: "Life is education." Walter, a famous American educator, made the conclusion that the extension of Chinese learning is equal to the extension of life. Therefore, according to the actual situation of Chinese teaching, "Chinese Curriculum Standards" emphasizes the life of Chinese courses, requires that Chinese learning and life be further closely linked, and requires teachers to guide students to learn and use Chinese in life, and extend the background of Chinese learning to the whole life world of students. For example, when studying Litchi written by Xiao Fuxing, Memories of Autumn written by Shi Tiesheng and Father and Son in the Earthquake written by Mark Victor Harsen, students can think, talk and write about their parents' love for them. Students can think about how they love their parents when they study the texts such as Ruben's Secret where children care about their parents. In this way, teaching with real life can also have a strong shock to students' minds and achieve the emotional goal of Chinese teaching well. For another example, some teachers arranged for students to carry out activities to investigate and study the local ecological environment after learning the texts such as There is only one earth, How the Yellow River changed, and Funeral of the Great Waterfall. Activities like this directly link Chinese classroom learning with social life, expand the scope of Chinese learning and practical application, and implement the education of students' comprehensive Chinese literacy required by the new curriculum standard.

In short, the real implementation of three-dimensional goals in classroom teaching can bring students a brand-new classroom and provide practical and effective help for their all-round development and lifelong development.