How to design effective Chinese teaching objectives

The instructional design process is composed of four elements: object, goal, strategy and evaluation, among which the goal occupies the core position. Because teaching goals are the starting point and return point of classroom teaching. Whether the formulation of teaching objectives is accurate and clear not only affects the development of the teaching process, but also affects the final learning effect to a large extent. Teaching objectives are the basis for formulating teaching strategies, selecting teaching media, evaluating and modifying teaching plans. They also indicate the minimum standards that students should achieve through teaching. Therefore, reflecting on objectives is very necessary for our classroom teaching practice. The difficult problem encountered in teaching is how to determine the teaching objectives of a lesson and how to effectively implement the teaching objectives. Teachers must completely change their thinking and accurately determine teaching goals. So, how to accurately determine and implement teaching objectives in classroom teaching? Regarding this issue, I will make a simple analysis based on teaching practice.

Teacher Cui Luan once pointed out: "When preparing lessons, think about the goals to be achieved in teaching as a whole. We must not only clarify the degree of achievement of the three-dimensional goals, but also clarify the methods, means, and strategies to achieve the goals, and then use concise and concise The functions of teaching objectives mainly include three aspects: first, guidance - determining the teaching scope, teaching content, teaching focus and difficulties, and Students' original learning foundation, etc., guide students to participate in the teaching process independently and actively; the second is guidance - determine the teaching steps, teaching links and teaching activities that the teacher will take, and guide the teachers Complete teaching plans or tasks in an orderly manner; the third is guided measurement - clarify the learning requirements or levels that students need to achieve, and provide testing standards and basis for teachers and educational supervisors. However, in actual teaching, teachers often have many problems in their goal design, such as general goal descriptions, lack of standards and levels, focusing only on knowledge goals and ability goals, and ignoring students' thoughts and emotions, moral character, cross-cultural communication awareness, intelligence and Requirements such as the development of non-intellectual factors ignore the comprehensive planning and cultivation of students' comprehensive qualities.

First, pay attention to the characteristics of the text.

What are the characteristics of the text? This is the first thing to think about when preparing lessons. When preparing lessons, we must first read the text carefully, because only by studying the text thoroughly can we deeply grasp the laws of the text and formulate teaching goals that suit the characteristics of the text.

Second, we must focus on key points and identify breakthrough points.

Each lecture and reading text has two to three key training points, and the so-called "focus on the key points" refers to the key points among the key points, that is, the breakthrough point. There are many things that can be taught in a text. In the past, in order to meet the requirements of the curriculum standards and cope with the exams, I covered everything. It seemed that I would only feel relieved when I talked about it. As a result, the key points were not implemented, and a lot of time was spent, and the teaching effect was very little. After the new curriculum reform and teaching practice, I realized that whether the key to correctly understanding and comprehending the text should be used as the criterion for choosing the focus of teaching. For example, the article "Beautiful Xiaoxing'anling" has three training focuses: first, understand the content and feel the beautiful scenery of Xiaoxing'anling. Second, understand the accuracy of wording and accumulate beautiful words and sentences. 3. Retell the text. I will focus on teaching the first and second items closely. During the implementation of the goal, I focused on guiding students to understand the spring period, so that students not only understand the content, but also master the learning methods, and then use the same learning method to learn the three natural periods of summer, autumn, and winter, allowing students to study cooperatively in groups, with teacher guidance In this way, students can quickly understand the text content, and each class can free up a lot of time for students to expand their reading, thus creating the necessary conditions for realizing the leap-forward development of Chinese education.

Third, we must pay attention to the difficulties and overcome them.

The so-called "difficulties" refer to knowledge that is difficult for students to understand and master, which is often said to be fruits that require students to jump to pick. What exactly are the difficulties? This requires us to fully understand students' learning status. We often say that preparing lessons requires not only preparing texts, but also preparing students. This is the truth.

For example, when teaching the article "The Rich Paracel Islands", there are three training focuses: 1. Understand the richness of the Paracel Islands and inspire students to love the Paracel Islands and love the motherland. 2. Understand the beauty and richness of the Paracel Islands and inspire students Feel the beauty of the text and appreciate the charming scenery, thereby improving your Chinese literacy and cultivating your sentiments. 3. Fully understand the writing method of the total score structure and practice writing. One of the main contents of this semester is scene composition. Let students master the writing technique of total score, but many students know little about it, and some even know nothing about it. The articles they write have a chaotic structure and a running account. This requires teachers to combine the specific content of the text and explain it when studying the text. The second and sixth paragraphs of the article are the key to implementing this teaching goal. They are both key and difficult. We must find ways to help students understand them. For this purpose, we should focus on the language and go in depth. Excavate and highlight the training to allow students to deeply understand the overall structure method used in the text to describe the beautiful scenery. I asked the students to discover the structural characteristics of these two paragraphs. The students understood it at a glance and quickly mastered the difficulty of this training. Then I followed. They also instruct students to first show this sentence: Flowers are blooming in the park, and then guide students to speak and write from the types, colors, postures, etc. of flowers, and then let students choose the topic and write it by themselves. Through guidance and training, students will quickly master this writing method.

Fourth, it involves the starting point of learning.

There is another important dimension in setting teaching goals, and that is the importance of teaching. Grasp the learning situation. If the entire primary school Chinese learning process is compared to a long journey, then teachers must always know where our children are starting from and where they will continue to go. Where can we make progress? Therefore, we must have a clear understanding of what students have mastered and what they will master, and what skills the children already have and what skills they will practice.

Fifth, pay attention to the lesson standards.

When formulating teaching goals, we must also fully consider the goal of the curriculum standards. The curriculum standards are the carrier for achieving this benchmark. The formulation of teaching goals must closely follow the Chinese language standards. The new curriculum concept is based on the summary of traditional Chinese teaching experience and based on the requirements of modern Chinese teaching. It embodies the unity of the humanistic and instrumental nature of the Chinese curriculum, the unity of the ideological and aesthetic aspects, and emphasizes the importance of students in Chinese learning. The dominant position in the teaching process highlights the new requirements for Chinese language ability in modern society, highlights the practical nature of Chinese courses, and provides a theoretical basis for the development of teaching work, which must fully consider the comprehensiveness of Chinese literacy. Competencies include Chinese language ability and knowledge, language accumulation, thoughts and emotions, thinking quality, aesthetic taste, learning methods, learning habits, etc.”

Sixth, choose appropriate teaching methods and methods according to the goals. Study methods and carry out solid language training.

Specific teaching goals can only be achieved by adopting specific teaching methods. Reading, speaking, discussing and practicing are the basic methods of Chinese teaching and must be reflected and used in the teaching of each lesson. However, according to the different teaching objectives and teaching content of each class period, the focus of the basic teaching methods can be different, and it should focus on learning methods, embodying the characteristics of teaching for learning, and the coordination and synchronization of the two.

For any articles that require an emphasis on familiarity, students should be guided to read catchy, clear words, and melodious intonations, so as to "activate" the static written language and leave a vivid image in the students' minds, thereby internalizing it into internal speech. , to accumulate for conversion into written language and spoken language; all passages that are required to be recited should be passed by everyone and completed in class; any passages that are required to be recited should be recited according to different requirements to create opportunities for language transformation for students, both Be able to accumulate language and use language; for any passage that requires practice, various oral or written language exercises should be designed according to the age characteristics of the students, and should be focused on different years. In short, let students read more during teaching , think more, speak more, write more, and harmoniously unify language form and language content, only then can the teaching goals be achieved and students' language ability can be gradually improved.

Seventh, master feedback information, conduct corrective teaching, stimulate students’ interest in learning, and promote all-round development

Teaching information, especially feedback information, can be mastered by teachers The current situation and gaps in goal achievement can be continuously corrected through regulation, and the density and speed of teaching can be adjusted. For students, feedback information can strengthen the awareness of pursuing goals and develop intelligence, especially for students with poor learning. is more significant. Target teaching theory believes that the emergence of poor students is mostly caused by certain mistakes and accumulation of students in the learning process. Knowledge of words, words, sentences, passages, etc., as well as skills in listening, speaking, reading, writing, etc., if errors in these areas are not diagnosed and corrected in time, they will become obstacles to learning new content, and then There will be bigger and more mistakes. The accumulation of old mistakes and new mistakes creates greater and more obstacles to learning new content. Such a vicious cycle has reached a stage where new content can no longer be learned.