Three-dimensional goal of classical Chinese reading in college entrance examination

1. What is the "three-dimensional" goal of Chinese class? What is the three-dimensional goal of teaching? (Three-dimensional goals are not three goals, but three dimensions of new curriculum goals. Three-dimensional teaching objectives are three dimensions of the new curriculum objectives: 1, knowledge and skills objectives (based on making students learn to learn), process and method objectives (based on making students learn to learn), and emotional attitude and values objectives (based on making students enjoy learning). Three-dimensional curriculum objectives are three aspects of a problem, not three independent objectives. In classroom teaching, if you can't achieve the goal of one dimension, then implement another, they are related. For example, when teaching every knowledge point of mathematics, teachers should first think of ways to make students interested, willing to learn, willing to learn and easy to accept, which is the emotional goal; Mathematics comes from life and is closely related to our life. What is the use and convenience of learning some knowledge for students' life? This is the goal of values. Students' emotions will bring their understanding of values. Values will make students have feelings for this knowledge. Therefore, the three-dimensional goal is unified, and at the same time it is an organic whole and inseparable in teaching. Any teaching that separates knowledge, skills, process, methods, emotions, attitudes and values can not promote the sound development of students.

2. What is the "three-dimensional" goal of Chinese class? Three-dimensional goal is a new term in educational theory. It refers to the three goals that teachers should achieve in the process of educating students: emotion, attitude and values. Emotion refers to the emotional experience that students should have at the end of their studies; Attitude refers to the attitude that students should have towards the surrounding things and events after learning; Values refer to the views that students should hold on the surrounding economic interests and money after studying. This is a new achievement of classroom teaching reform.

The goal of three-dimensional curriculum should be a whole, and knowledge and skills, processes and methods, emotional attitudes and values are interrelated and integrated.

The so-called knowledge and ability require Chinese teachers to pay attention to the accumulation of Chinese, the cultivation of language sense, the induction and synthesis of knowledge and the formation of the ability to use Chinese knowledge in classroom teaching. Obviously, this is a process of combining theory with practice. The so-called process and method is to pay attention to the practice and experience of learning subjects in Chinese teaching; Pay attention to learners' learning experience and learning experience; Guide students to master learning methods in learning; Correctly guide the teaching process; Change the phenomenon of focusing only on results and not on process. The so-called emotional attitude and values require Chinese teachers to creatively develop Chinese curriculum resources based on the selected teaching content, make appropriate association and imagination, and find the best combination point, so that students can cultivate noble sentiments and aesthetic tastes, improve their thinking quality and cultural taste in the process of feeling, experiencing and sharing, so as to achieve the purpose of beautiful and sound personality cultivation.

3. How to implement the three-dimensional teaching goal of Chinese curriculum reform in senior high school is actually a further sublimation of the basic concept of Chinese curriculum reform in compulsory education.

It aims to improve students' Chinese literacy in an all-round way, cultivate students' Chinese application ability, aesthetic ability and inquiry ability, and follow the principle of "the same foundation" and "diverse choices" to build an open and orderly Chinese course. The key to the effective implementation of all this lies in teachers' grasp and understanding of the "three-dimensional" goal of Chinese classroom teaching.

The so-called knowledge and ability require Chinese teachers to pay attention to the accumulation of Chinese, the cultivation of language sense, the induction and synthesis of knowledge and the formation of the ability to use Chinese knowledge in classroom teaching. Obviously, this is a process of combining theory with practice.

The so-called process and method is to pay attention to the practice and experience of learning subjects in Chinese teaching; Pay attention to learners' learning experience and learning experience; Guide students to master learning methods in learning; Correctly guide the teaching process; Change the phenomenon of focusing only on results and not on process. The so-called emotional attitude and values require Chinese teachers to creatively develop Chinese curriculum resources based on the selected teaching content, make appropriate association and imagination, and find the best combination point, so that students can cultivate noble sentiments and aesthetic tastes, improve their thinking quality and cultural taste in the process of feeling, experiencing and sharing, so as to achieve the purpose of beautiful and sound personality cultivation.

"Knowledge and ability, process and method, emotional attitude and values" embodies the essential attribute of the unity of "instrumentality" and "humanism" of Chinese, and shows the progressive relationship among the ability levels of memory, understanding, analysis and synthesis, appreciation and evaluation, and inquiry in Chinese teaching syllabus. It can be said that these three aspects are a dialectical and criss-crossing system, and they are prerequisites for each other. Knowledge is the foundation and premise of ability, process is the soil for the birth of methods, and the change of emotion and attitude is the embodiment of the brewing of values, which is also related to the durability of Chinese learning.

The three are actually a process from quantitative change to qualitative change, and the whole Chinese learning process is a collection of intelligence and non-intelligence. The content and relationship of "three-dimensional" goals determine that Chinese teachers must realize "two major changes" in the process of classroom teaching implementation.

First, the teacher's role has changed, that is, the teacher should move from the master of the past classroom to the organizer, guide, motivator and collaborator of the students, and the relationship between teachers and students is equal. The second is the change of students' learning style, that is, students change from passive learning of obedience and acceptance in the past to active learning of autonomy, cooperation and inquiry.

After grasping the above-mentioned "two major changes", it is necessary to clarify the relationship and content requirements of "three-dimensional goals" in order to properly handle and implement them in specific classroom teaching. First, training in preview and strengthening feedback in inspection. For example, when the teacher is going to talk about Qian Zhongshu's "Talking about China's Poems", before class, students can learn about the author of this article with the help of the Internet, broaden their knowledge horizons, use reference books to interpret word annotations, and improve their ability to solve problems independently; Dredge the Chinese and western poems involved in the article, cultivate the habit of accumulation and induction, and cultivate students' noble sentiments; Love poetry, and achieve the purpose of loving China's excellent traditional culture and emotional edification.

Having students' autonomous learning activities before class does not mean that students are proficient in relevant abilities, methods and values. Therefore, teachers in China often set up preview in the teaching process, and use slides to show the preview content arranged before class. On the one hand, it achieves the purpose of checking and implementing, on the other hand, it also improves some basic skills of previewing texts and strengthens relevant ability requirements. In the process of investigation, Chinese teachers should be the tutors of students' learning from beginning to end, giving guidance, guidance and encouragement, so that students can always establish self-confidence, have emotional experience of being willing to learn and feel the spiritual power of teachers' feedback.

Second, the dialogue in cooperation, found in the exploration, such as reading teaching, is the reader's personalized behavior, reading process is a creative process, and independent reading is the premise of creative reading. Therefore, reading teaching is to guide and help students to read, and teachers can't replace students' interpretation of works. For example, in Zhu Guangqian's "Chewing Words" class, in the group discussion session, the teacher asked "What do you think of Mr. Zhu Guangqian's" Harmony "? Q: On the basis of individual understanding formed by independent reading, students fully cooperate and discuss to form their own opinions. Some students pointed out the rationality of "Qi" analysis, while others held a negative attitude. They thought that Mr. Zhu Guangqian also had the problem of generalizing, and based on two cases of Shi Xiu's scolding and scolding in Water Margin, they demonstrated it vividly.

At this time, teachers should combine the text, give appropriate questioning space from the perspective of the author's understanding, encourage students to bravely put forward their own views, and cultivate students' ability to ask questions, think and explore. In the process of dialogue between readers, works and authors, we should advocate multi-angle thinking, comparative reading and multi-interpretation. In the process of reflection and criticism, give full play to association and imagination, expand the thinking space, and virtually achieve the "three-dimensional" goal.

4. How to design the teaching goal of classical Chinese in senior high school is the starting point and destination of teaching, which guides and restricts all kinds of activities of teachers and students in the process of teaching and learning.

Therefore, designing teaching objectives scientifically and reasonably is the first step to improve teaching effectiveness. However, judging from the current teaching situation, there are some shortcomings in the design of classical Chinese teaching objectives in senior high schools.

The author thinks that the design of the teaching goal of classical Chinese should return to the true nature, that is, return to the true nature of classical Chinese teaching. First, the design of classical Chinese teaching objectives must be student-oriented. The standard to measure the teaching effect is students' academic performance, which is embodied in the fact that students never know how to understand, from less knowledge to more knowledge; In terms of ability, I will never attend the meeting, and it is absolutely impossible; Emotionally and through experience.

5. How to write "three-dimensional goals" in senior Chinese lesson preparation? Recently, I learned 36 plans, and the opening of 36 plans was very impressive! Since you are a high school Chinese teacher, it should be helpful to you!

Six six three six six six. Yin and yang are in harmony, and the machine is in it. If the machine can't be set, it will be missed.

Unscramble the importance of number over reason. Gary, this term is self-evident; And the number is beyond words. If you only know that art is art, but you don't know how to know it, then art should not be more. And intrigue, the original thing, in human feelings. If something goes wrong, it will be strange. If it goes wrong, the plan will be leaked.

Generally speaking, I think it's better for you to cross the river by feeling the stones yourself.

Of course, my answer seems quite different. This is just my personal suggestion. It doesn't matter if you don't adopt. What suits you is the best!