The educational and teaching objectives of eighth grade Chinese

The educational and teaching objectives of eighth grade Chinese

I. Guiding ideology

Based on the course characteristics of integrating instrumentality and humanism, with the overall improvement of students' Chinese literacy as the core, we should correctly grasp the characteristics of Chinese education, and strive to build an open, emotional and efficient Chinese classroom by advocating and implementing independent, cooperative and inquiry learning methods, effectively implement quality education and successfully complete teaching tasks. Second, the analysis of learning situation

Through the teaching in the last semester of Grade 8, in general, students' good habits (listening to lectures, taking notes and asking questions) are being gradually developed, and their comprehensive Chinese ability has been greatly improved on the original basis. However, judging from the answers of some students with low scores, it is obvious that their interest in learning is not high and their learning attitude is not correct enough. A comprehensive analysis of the students in the two classes shows that the students in the two classes are seriously polarized, and some students in the two classes are unconsciously learning. The reason, I think, is that with the growth of students' age and the increase of knowledge difficulty, and the adjustment of teaching objectives according to the spirit of curriculum reform, Chinese subjects pay more attention to examining students' understanding and application ability, and put forward higher requirements for students to master the depth and breadth of knowledge, thinking ability and cognitive level, which is like a duck to water for individual outstanding students, but it is really difficult for the vast majority of students. Therefore, this semester, while continuing the effective methods and means in the previous work, we should also strengthen the study and research on curriculum reform.

I. Guiding ideology

Based on the course characteristics of integrating instrumentality and humanism, with the overall improvement of students' Chinese literacy as the core, we should correctly grasp the characteristics of Chinese education, and strive to build an open, emotional and efficient Chinese classroom by advocating and implementing independent, cooperative and inquiry learning methods, effectively implement quality education and successfully complete teaching tasks. Second, the analysis of learning situation

Through the teaching in the last semester of Grade 8, in general, students' good habits (listening to lectures, taking notes and asking questions) are being gradually developed, and their comprehensive Chinese ability has been greatly improved on the original basis. However, judging from the answers of some students with low scores, it is obvious that their interest in learning is not high and their learning attitude is not correct enough. A comprehensive analysis of the students in the two classes shows that the students in the two classes are seriously polarized, and some students in the two classes are unconsciously learning. The reason, I think, is that with the growth of students' age and the increase of knowledge difficulty, and the adjustment of teaching objectives according to the spirit of curriculum reform, Chinese subjects pay more attention to examining students' understanding and application ability, and put forward higher requirements for students to master the depth and breadth of knowledge, thinking ability and cognitive level, which is like a duck to water for individual outstanding students, but it is really difficult for the vast majority of students. Therefore, this semester, while continuing the effective methods and means in the previous work, we should also strengthen the study and research on curriculum reform.