How to write Chinese goals (how to write Chinese goals, grade one)

How to write Chinese target: 1. Reasonable design of Chinese objectives is the goal and direction of Chinese classroom teaching, which plays a decisive guiding role and is the starting point and destination of Chinese classroom teaching. Chinese classroom teaching is to achieve certain Chinese goals, and the efficiency of classroom teaching directly affects the realization of teaching goals, so it has a decisive impact on the realization of Chinese goals. Therefore, the basis, principles and implementation of Chinese goals must also fully consider the reality of classroom teaching and proceed from the reality of classroom teaching.

Second, the formulation of language objectives should follow the following four basic principles: First, the teaching objectives should be set comprehensively. Second, set teaching objectives reasonably. The goal orientation of Chinese should be just right, impartial, rooted in the text, not arrogant and impetuous, and far-fetched. Third, the setting of teaching objectives should be flexible. On the one hand, in teaching design, don't set the teaching goal too narrow and too dead, but be flexible; On the other hand, we should make random adjustments in teaching and even let students participate in the determination of teaching objectives. We should fully consider the changes of students' original foundation and actual needs in the learning process and pay attention to the generation of teaching objectives. Fourth, set teaching objectives appropriately. In other words, the teaching objectives should meet the requirements of curriculum standards, students' reality, students' differences and hierarchical objectives.

3. What are the problems in the design of teaching objectives and what action strategies to adopt? The teaching objectives of the new Chinese curriculum are determined according to three dimensions: knowledge and ability, process and method, emotional attitude and values, which is the embodiment of a new concept. The process and method, emotional attitude and values are included in the teaching objectives and placed in a prominent position, which is not available in the previous syllabus. This can be said to be the result of reflecting on the disadvantages of Chinese in the past, and it can also be said to be a highlight of the new Chinese curriculum reform. However, after going deep into the classroom, it is obvious that there are * * * problems in the expression of three-dimensional goals in the implementation of specific new curriculum standards and new textbooks. Chinese goal is the starting point and destination of Chinese. The requirements of Chinese curriculum standards are: the unity of knowledge and ability, process and method, emotional attitude and values. How to determine and express the teaching objectives for specific texts according to the three-dimensional objectives is directly related to the implementation of the new curriculum standard concept.

We must see the problems and find the correct countermeasures. To this end, from the perspective of expression, the following are some superficial views on the main problems and countermeasures in the expression of three-dimensional teaching objectives.

The main problem in expression is how to express three-dimensional goals, which directly reflects the ideas and methods of instructional designers. From the implementation of teaching, the most common problems are the following two. 1, traditional expression, ignoring methods and processes. Look at the case first: the teaching goal of Sun Quan's persuasion;

Understand the meaning of the text and the content of the article.

Master the methods of portraying characters in the text.

Accumulate some important classical Chinese vocabulary and improve the reading ability of classical Chinese.

Let students understand that learning is endless. From the expression of teaching objectives here, we can only see what students can learn, master and accumulate from the text, which highlights the requirements of knowledge and ability, without the injection of processes and methods. In the goal of "understanding the meaning and content of the article", there is no clear means and methods to achieve this goal; How to "master" the method of portraying characters in the text? By what means? Is it by trying to figure out the tone, by analyzing the language, or by comparing with other articles? I don't even know. These key things are not expressed in the teaching objectives. This is no different from the traditional expression of teaching objectives. This does not meet the requirements of the new curriculum standard.

The essential difference between the determination and expression of Chinese objectives under the concept of new curriculum standards and the expression of traditional teaching objectives lies in the organic integration of process and method, emotional attitude and values. However, the tradition pays attention to the mastery of knowledge, and the learning of knowledge is isolated, not linked with the improvement of ability, ignoring the process and methods of students' learning. As can be seen from the positioning expression of this teaching goal design, it often only pays attention to the results and ignores the process of achieving the results, which will inevitably lead to the disadvantages of paying attention to the results and ignoring the process in teaching. For the complexity and division of expressions, please see the case:

Autumn's teaching goal: the goal of knowledge and ability;

Understand the content of poetry.

Cultivate students' ability to read poems aloud.

Master the general methods of appreciating poetry.

Cultivate students' aesthetic ability.