How to deal with the three-dimensional goal of Chinese teaching

Organic combination of three-dimensional goals in Chinese classroom teaching

qiqihar shi no.29 middle school

Wang Jin

This content was given a special lecture in the job training of junior middle school Chinese teachers in the city from June 5 to February 2008. )

(Figure 2) In the curriculum concept of Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft), the concept of "improving students' Chinese literacy in an all-round way" is put forward for the first time. In order to embody this idea, the goal of the new Chinese curriculum is designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values, which are mutually infiltrated and integrated. How to understand the three-dimensional goal in Chinese teaching? How to organically combine three-dimensional goals in Chinese classroom teaching? How can we implement it in the teaching process, so as to comprehensively improve students' Chinese literacy? The following are some of my superficial understandings.

(Figure 3) 1. Understanding of "Chinese Literacy"

The word "cultivation" is interpreted as "daily cultivation" in Modern Chinese Dictionary and "regular practice and training" in Cihai. From the interpretation of reference books, "literacy" refers to the height achieved by people through long-term study and practice (training), including functionality and non-functionality. Chinese curriculum standards consciously highlight "Chinese literacy", which is the product of the times.

(Figure 4) According to the statement of the new curriculum standard, comprehensively improving Chinese literacy mainly includes the following items: 1. Guide students to correctly understand and use the language of the motherland.

2. Cultivate students' reading and writing ability, oral communication ability, inquiry ability and ability to distinguish right from wrong.

3. Cultivate students' good moral sentiments and patriotic feelings.

4. Cultivate students' aesthetic ability and text appreciation ability.

5. Guide students to master the necessary knowledge of Chinese, writing and culture.

The connotation of Chinese literacy is very rich. Analyzing the "Chinese literacy" proposed in the new curriculum, its characteristics can be summarized as comprehensiveness and practicality. It takes Chinese ability as the core, and it is the integration of Chinese ability with Chinese knowledge, language accumulation, thoughts and feelings, thinking quality, aesthetic taste, learning methods and learning habits. Chinese literacy is not only manifested in strong literacy, reading ability, composition ability and Chinese communication ability, but also in strong comprehensive application ability-the ability to use Chinese in life and the ability to constantly update knowledge. In a word, Chinese literacy is comprehensive and can promote the harmonious development of students' moral, intellectual, physical and aesthetic qualities. Improving students' Chinese literacy in an all-round way will become the knowledge and unremitting pursuit of Chinese educators.

(Figure 5) Second, the understanding of "three-dimensional target"

1. Knowledge and ability goals.

Article 6- 10 of the General Goal is the specific provision of knowledge and ability in the course, and it is the basic basis for the teaching of "knowledge and ability". By studying the curriculum standards deeply, especially comparing the requirements of the curriculum standards for knowledge and ability with the syllabus, we can correctly grasp the requirements of the new curriculum for "knowledge and ability". For example, in reading teaching, the syllabus requires "understanding the main content, grasping the central idea, having a certain speed, and developing good reading habits"; Curriculum standards require "independent reading ability, emotional experience, rich accumulation and good sense of language". In addition, it is also proposed that the total amount of extracurricular reading in nine years should be more than 4 million words, and the accumulation, the cultivation of language sense, the application of reading methods and the development of personality are emphasized, which are not in the syllabus. Starting from the requirements of modern society for the quality of future citizens, we should also have a new understanding of the dimension of "knowledge and ability". The language ability we should have should not be limited to the relatively narrow listening, speaking, reading and writing ability in the past. For example, the curriculum standard puts forward that "while developing language ability, develop thinking ability, stimulate imagination and create potential"

(Picture 6) 2. Process and method objectives.

The curriculum standard emphasizes learning in practice, and the "general goal" points out that "we can actively carry out inquiry learning and learn and use Chinese in practice". "Process" focuses on "experience". Literacy, reading, oral communication, exercises and comprehensive learning all require students to experience the process and learn in the process, so that the learning process becomes a part of students' lives.

"Method" should be concrete, not abstract, and should be accompanied by knowledge learning, skill training, emotional experience and aesthetic cultivation, which should be inseparable. The history of Chinese and foreign teaching shows that it is difficult to transfer learning "methods" independent of specific knowledge and skills. The main way to improve Chinese ability is Chinese practice, and students are the main body of Chinese learning. We should strive to change the past tendency of attaching importance to knowledge transmission and passive acceptance.

(fig. 7) 3. Emotions, attitudes, values.

The goal of "emotional attitude and values" embodies the humanity of Chinese and emphasizes the extensive cultural influence on students, and its connotation is much richer than the "ideological" goal in the syllabus. Article 1-4 of the "general goal" is a specific requirement for "emotional attitude and values", covering the essence of traditional ideological education, as well as the cultivation of life consciousness, modern consciousness, multiculturalism and interest, confidence and habits in Chinese learning. It is an important content of Chinese course to cultivate students' noble moral sentiment and healthy aesthetic taste and form correct values and positive attitude towards life. In Chinese teaching, we should pay attention to edification and influence, and infiltrate the important dimension of "emotional attitude and values" into the teaching process.

(Figure 8) Third, clarify the relationship among the three dimensions.

In the new curriculum, three-dimensional goal is the main contradiction, and knowledge and ability are the main aspects of the main contradiction. Among these three dimensions, knowledge and ability are the foundation, the core and the most important one, and they are also the support for the development of the other two dimensions. The core of Chinese literacy is Chinese ability. If Chinese literacy is compared to a building composed of three-dimensional goals, knowledge and ability are the pedestal of this building, and processes and methods, emotional attitudes and values are the superstructure. If the base is stable, the foundation of Chinese teaching will not be shaken, and the "superstructure" will develop higher. Emotional attitude and values are an important dimension. Without it, Chinese teaching will return to the state before the curriculum reform, which is still the lack of human nature. Without the goal of "process and method", it is difficult to implement the "autonomy, cooperation and inquiry" advocated. Taking the other two dimensions into account, solid knowledge and ability are the goals pursued by the new Chinese curriculum.

(Figure 9) Fourth, integrate three-dimensional objects.

The new curriculum standard points out that "the curriculum objectives are designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values." The three aspects penetrate and blend with each other, focusing on the improvement of Chinese literacy. "In teaching, we should do a good job in integrating the three-dimensional goals, rather than simply superposing the three dimensions. We should take" knowledge and ability "as the main line, infiltrate the emotional and attitude values, and fully reflect them in the process and methods. The "curriculum goal" in the new curriculum standard provides us with a model of integrating three-dimensional goals everywhere.

(Photo 10) For example, Article 6 of the first issue of Oral Communication stipulates: "Express with confidence. Actively participate in the discussion and express your views on topics of interest. " Self-confidence, enthusiasm and interest are the requirements of emotions and attitudes, while expressing, participating in discussions and expressing opinions are the requirements of skills. Participation and expression reflect the process, and how to discuss and express opinions reflects the requirements of learning methods. When drawing up three-dimensional teaching objectives, we should learn from the integration methods and evaluation principles of three-dimensional objectives in the new curriculum standards.

Here, I say an episode. In May this year, I had the honor to take part in the proposition work of this year's senior high school entrance examination. (Photo 1 1- 19) Now I will briefly report the relevant contents to you.

On the evening of May 25th, all of us held our first meeting. The theme of the conference was "Confidentiality Work Conference", and Director Wu of Heilongjiang Provincial Secrecy Bureau made a speech at the conference. She mainly talked about three aspects: fully understanding the importance of the proposition work in the senior high school entrance examination; Responsibility and obligation to keep state secrets; Legal responsibility for revealing state secrets. Only then did I understand what confidential work was. Confidentiality work is divided into three levels: top secret, confidential and secret. The college entrance examination is top secret, the senior high school entrance examination is confidential and so on. If you reveal the secret of the senior high school entrance examination, you will bear legal responsibility. While I am nervous, I feel that I shoulder a sacred responsibility and a special mission! After that, list and hand in the materials needed for the propositions of various disciplines for reference.

Then, Director Kong Xiangfa distributed a series of forms to the proposition groups of all subjects, such as "Curriculum Standard Content Title Card" (multiple choice questions and fill-in questions) and "Detailed List Formulation and Filling Requirements" (based on the curriculum standard), which showed the rigor and rigor of professional work. (The picture illustrates the contents of the two tables. Look at these two buttons. )

On the afternoon of May 26th, three teachers of our Chinese proposition group (Yan from Jixi and Mudanjiang) started the proposition work. The regional scope of the proposition involves twelve cities (except Harbin and Dalian). The textbooks used in different cities are not consistent, including two versions of People's Education Publishing House (May 4th and June 3rd). Beijing Normal University Press; Jiangsu Education Press; China Education Press, etc.

Beginning proposition

Twelve cities belong to Heilongjiang Province. Although there are "exam instructions" for senior high school entrance examinations in the province, cities have also formulated their own "exam instructions" for individual regions according to local conditions. Because Chinese textbooks only test classical Chinese, our first step is to find out the same content of classical Chinese in different regions by comparing textbooks. Excluding the examples of textual research and interpretation in recent years, two ancient texts, Peach Blossom Garden and Preface to Sending Ma Sheng to Dongyang, were finally determined. The design of the test questions is the conventional knowledge of classical Chinese, such as interchangeable words, word interpretation, sentence translation, ancient and modern different meanings, original answer and so on. The last question is the open test with practice. The title of the article "Preface to Send Ma Sheng to Dongyang" is accompanied by a picture of "Children in the Mountain" for candidates to compare and understand the contrast between the meaning of the text and the meaning of the picture.

This is the harvest of our first afternoon. Completed the proposition work of classical Chinese.

The next day (May 27th), our main job was to consult modern literature. Because the amount of modern literature is relatively large, there are three paragraphs. Let's first determine the genre of the article (argumentative, explanatory, essay or narrative), and then find it separately, with the same topic. We have a lot of information. For example, Xinhua Digest, Readers, Yilin, Youth Digest, Encyclopedia of China, compulsory reading for senior high school entrance examination, internal reference for senior high school entrance examination, necessary for senior high school entrance examination, fault diagnosis for senior high school entrance examination, Heilongjiang Daily, Education Daily and bimonthly talk.

After a day's screening, the narrative prose "The Crisp Sound of Closing the Door Gently" and "Reader"-17 are finally determined, indicating that the texts "Watching the Hi-tech Olympics" and "Youth Digest" are from 2007. Argumentative essay "On Traditional Reading Education", Xinhua Abstract-Writer's Daily 2007- 13-