How to write a template of Chinese teaching objectives

First, the determination of teaching objectives

In Chinese subject, the determination of teaching objectives is mainly based on "three-dimensional objectives", that is, knowledge and skills objectives, process and method objectives, emotional attitudes and values objectives. The general goal of Chinese curriculum has specific provisions on "knowledge and skills goal", such as "learning Chinese Pinyin" and "being able to express one's knowledge, experience and thoughts in a concrete and clear way", which shows that "knowledge and skills goal" focuses on the ability to learn Chinese; "Process and method objectives" emphasize learning in practice, such as five parts of curriculum objectives, such as literacy and writing, reading, writing, oral communication and comprehensive learning, which reflects the practicality of Chinese to some extent. "Emotional Attitude and Values Goal" focuses on aesthetic edification and emotional sublimation, cultivating students' noble moral sentiment and healthy aesthetic taste, and forming correct values and positive attitude towards life. "Three-dimensional goal" is the basic direction and basis for determining the teaching goal. Therefore, when answering such questions, we should elaborate according to these three objectives.

Second, the expression of teaching objectives

Generally speaking, the expression of Chinese teaching objectives should master five basic elements: subject, verb, object, condition and standard. This is what everyone needs to pay attention to when answering. The expression of teaching objectives should reflect its normative and disciplinary characteristics, so it is necessary for everyone to clarify the basic contents of these five elements. First, the subject of behavior, in the teaching process, should be clear that the subject is the student. Because the teaching goal is the result of all students' learning, and students are the main body of learning, the teaching goal should be the change or result of students' learning. In concrete expressions, we can use the forms of "students can …" and "students' union …". Secondly, behavioral verbs should be measurable, operable and understandable in expression, such as "speaking, writing, explaining, repeating, writing and reciting", which can be used to express teaching objectives. The third is the object of behavior, which refers to the determination of the content involved in learning behavior. Generally speaking, the behavior object is equivalent to the object of the behavior verb. In the process of teaching, making clear the object of behavior can make learning oriented and reflect the focus of learning, so it is necessary to make clear the object of behavior according to the content of the text in expression. Fourth, behavioral conditions, also known as behavioral situations, mainly explain the specific learning behaviors of students under what circumstances, such as "with the help of a Chinese dictionary …" and "on the basis of understanding the creative background of works …", thus providing specific scope restrictions for learning results. Fifth, the standard of behavior can generally be measured by the time or accuracy of completing the behavior, such as "reciting accurately …" and "completing in five minutes …". These expressions are designed to reflect the degree to which students achieve their goals.

In short, the formulation of Chinese teaching objectives should be applicable to all students, which is the basic goal that students can achieve. Therefore, we should pay attention to its subjectivity and standardization when we specifically express the teaching objectives.