Three-dimensional goals of junior high school classical Chinese

1. How to achieve three-dimensional goals in junior high school Chinese courses

The three-dimensional goals set by Chinese courses are "knowledge and abilities", "processes and methods" and "emotional attitudes and values". It is open to all students and strives to enable every student to achieve and acquire the Chinese literacy that modern citizens must have. It focuses on the overall improvement of students' Chinese literacy.

So, how to effectively implement the three-dimensional goals in Chinese classroom teaching and bring students a brand new classroom that can provide practical and effective help for students' comprehensive development and lifelong development. To this end, the author mainly focuses on the following aspects: We will focus on implementing the three-dimensional goals. 1. Pay attention to the cultivation of multi-faceted abilities. In Chinese teaching, we cannot just impart knowledge to students. While imparting knowledge, we must also pay attention to cultivating students' abilities.

Our original exam-oriented education focused too much on imparting knowledge to students, while neglecting the cultivation of students’ abilities. It separated the imparting of knowledge from the cultivation of abilities, and only cultivated people with high ambitions and low abilities. Not a real talent. Nowadays, society is in desperate need of capable talents.

Therefore, we should combine imparting knowledge with cultivating abilities. This is the first goal that our Chinese teaching should accomplish. In Chinese teaching, the ability goals to be implemented are mainly "listening, speaking, reading and writing".

These four aspects are complementary and mutually reinforcing. In classroom teaching, I consciously provide students with comprehensive training in these aspects.

For example, when studying the scenery article "Spring", I asked students to listen beautifully, read beautifully, speak beautifully, and write beautifully, and combine listening and speaking. The four abilities of reading and writing are organically integrated, allowing students to acquire multi-faceted knowledge and develop their thinking abilities. Another example is to arrange for two students to give speeches and hold debates before each class to exercise students' oral expression skills.

Train students to write diaries and develop their ability to observe life. I believe that the abilities of "listening, speaking, reading and writing" should be cultivated.

At the same time, students’ social skills, adaptability, and coordination abilities should also be cultivated in Chinese classes. 2. Change the role of teachers and promote interactions between teachers and students.

The teaching process is a bilateral interactive process. In this process, the old ideas of "teacher center" and "classroom protagonist" must be broken. The teacher must change his role to be a guide and guide students to participate effectively. Let students learn independently and become subjects and initiators of effective participation in learning. Modern teaching theory points out that the teaching process is a process of communication, active interaction, and joint development between teachers and students.

Without communication and interaction, teaching does not exist or does not occur. Those "teachings" that only have the form of teaching without substance are false teachings.

For example, in class, a student gave a correct answer to a certain question, but the teacher still asked: "Is his answer correct?" The students all answered: "Yes." It can be seen that there is only the form of communication but no substantive content.

Teachers must change their roles and promote real interactions between teachers and students. The teaching process is a process of mutual growth between teachers and students, a process in which teachers and students equally participate in teaching, and students are guided to express freely and explore independently in a democratic and equal learning atmosphere.

At the same time, teachers, as promoters of student development, should actively create a space for independent inquiry and cooperation, respect students' personality and individual differences, establish a harmonious, democratic, and equal teacher-student relationship, and promote communication between teachers and students. Real interaction. 3. Change learning methods and promote student development.

The so-called learning style refers to the basic behavioral and cognitive orientation of students in completing learning tasks. Students' learning methods include acceptance and discovery. These two learning methods complement each other and are indispensable.

The traditional learning method emphasizes acceptance and is based on people's objectivity and dependence, which leads to the continuous disappearance of people's initiative, initiative, and independence, suffocates students' thinking and abilities, and eliminates Students' interest and enthusiasm for learning hinder students' development. Changing the way of learning is to change this passive learning attitude, and transform learning into a process in which the initiative, initiative, and independence of adults are continuously generated, promoted, developed, and improved, so that the process of student learning becomes a process of discovering problems, asking questions, and analyzing Problems and problem-solving processes.

The key to transforming students' learning methods and promoting student development is to make classroom teaching truly a world of independent, cooperative, and exploratory learning for students. Independence, cooperation, and exploration are complementary to each other, integrated and organically combined.

Students who adopt this learning method are emotionally invested in the learning process and can gain effective emotional experience, which is conducive to the formation of students' good values. At the same time, it also develops students' abilities and accumulates knowledge and culture.

For example, when studying the lesson "The Ugly Duckling", I asked students to choose a learning method that suits them, and collaborate in groups to perform the text content, and the students freely formed a group. After class, they provide ideas, choose materials, help each other, and study and research in order to perform the text content well.

Some choreograph songs and dances, shadow puppet shows, dramas, etc. When communicating in the classroom, he showed it to his heart's content in the classroom, making the classroom lively and lively, and the understanding of the text received significant results.

In this way, in the process of autonomy, cooperation, and inquiry, students' enthusiasm is fully mobilized, their potential is developed, and their active status is truly reflected, thus promoting the students' joint development. "Chinese classroom should be an open and innovative activity."

Therefore, in the classroom, I pay attention to guiding students to actively participate in classroom teaching activities, letting students read by themselves, to figure out, taste, and appreciate the text. Language, do a "thousand readers will have a thousand Hamlet" style appreciation. In this process, students also transform from passive acceptance to active learning.

Students make learning a pleasant and instructive spiritual life through their own experiences and mutual inspiration. 4. Pay attention to classroom evaluation. The "multidimensionality" of teaching objectives determines the "diversity" of teaching evaluation. It is necessary to evaluate not only students' knowledge and abilities, but also students' emotions, attitudes and values, as well as the learning process and methods.

When communicating feedback, teachers should not only pay attention to the correctness of students’ answers, but also pay attention to the students’ thinking process in arriving at the answers. After the students answer the question, ask: How did you come up with it? We should not only pay attention to students' understanding of knowledge and application of skills, but also pay attention to students' interest in knowledge and concentration on learning.

During evaluation, pay attention to respecting the personality of students. For example, in the teaching of the article "The Foolish Old Man Moves the Mountains", what is your attitude towards the "Foolish Old Man Moves the Mountains" issue. 2. How to achieve three-dimensional goals in junior high school Chinese courses

The three-dimensional goals set by Chinese courses, namely "knowledge and abilities", "processes and methods" and "emotional attitudes and values", are oriented to all students and strive to To enable every student to achieve and acquire the Chinese literacy that modern citizens must have, the focus is on the overall improvement of students' Chinese literacy.

So, how to effectively implement the three-dimensional goals in Chinese classroom teaching and bring students a brand new classroom that can provide practical and effective help for students' comprehensive development and lifelong development. To this end, the author mainly discusses the following aspects: We will focus on implementing the three-dimensional goals. 1. Pay attention to the cultivation of multi-faceted abilities. In Chinese teaching, we cannot just impart knowledge to students. While imparting knowledge, we must also pay attention to cultivating students' abilities.

Our original exam-oriented education focused too much on imparting knowledge to students, while neglecting the cultivation of students’ abilities. It separated the imparting of knowledge from the cultivation of abilities, and only cultivated people with high ambitions and low abilities. Not a real talent. Nowadays, society is in desperate need of capable talents.

Therefore, we should combine imparting knowledge with cultivating abilities. This is the first goal that our Chinese teaching should accomplish. In Chinese teaching, the ability goals to be implemented are mainly "listening, speaking, reading and writing".

These four aspects are complementary and mutually reinforcing. In classroom teaching, I consciously provide students with comprehensive training in these aspects.

For example, when studying the scenery article "Spring", I asked students to listen beautifully, read beautifully, speak beautifully, and write beautifully, and combine the four abilities of listening, speaking, reading, and writing. The organic integration enables students to acquire multi-faceted knowledge and develop their thinking skills. Another example is to arrange for two students to give speeches and hold debates before each class to exercise students' oral expression skills.

Train students to write diaries and develop their ability to observe life. I believe that the abilities of "listening, speaking, reading and writing" should be cultivated.

At the same time, students’ social skills, adaptability, and coordination abilities should also be cultivated in Chinese classes. 2. Change the role of teachers and promote interactions between teachers and students.

The teaching process is a bilateral interactive process. In this process, the old ideas of "teacher center" and "classroom protagonist" must be broken. The teacher must change his role to be a guide and guide students to participate effectively. Let students learn independently and become subjects and initiators of effective participation in learning. Modern teaching theory points out that the teaching process is a process of communication, active interaction, and joint development between teachers and students.

Without communication and interaction, teaching does not exist or does not occur. Those "teachings" that only have the form of teaching without substance are false teachings.

For example, in class, a student gave a correct answer to a certain question, and the teacher still asked: "Is his answer correct?" The students all answered: "Yes." It can be seen that there is only the form of communication but no substantive content.

Teachers must change their roles and promote real interactions between teachers and students. The teaching process is a process of mutual growth between teachers and students, a process in which teachers and students equally participate in teaching, and students are guided to express freely and explore independently in a democratic and equal learning atmosphere.

At the same time, teachers, as promoters of student development, should actively create a space for independent inquiry and cooperation, respect students' personality and individual differences, establish a harmonious, democratic, and equal teacher-student relationship, and promote communication between teachers and students. Real interaction. 3. Change learning methods and promote student development.

The so-called learning style refers to the basic behavioral and cognitive orientation of students in the process of completing learning tasks. Students' learning methods include acceptance and discovery. These two learning methods complement each other and are indispensable.

The traditional learning method emphasizes acceptance and is based on people's objectivity and dependence, which leads to the continuous disappearance of people's initiative, initiative, and independence, suffocates students' thinking and abilities, and eliminates Students' interest and enthusiasm for learning hinder students' development. Changing learning methods is to change this passive learning attitude, and transform learning into a process in which people's initiative, initiative, and independence are continuously generated, promoted, developed, and improved, so that the process of students' learning becomes a process of discovering problems, asking questions, and analyzing Problems and problem-solving processes.

The key to transforming students' learning methods and promoting student development is to make classroom teaching truly a world of independent, cooperative, and exploratory learning for students. Independence, cooperation, and exploration are complementary to each other, integrated and organically combined.

Students who adopt this learning method are emotionally invested in the learning process and can gain effective emotional experience, which is conducive to the formation of students' good values. At the same time, it also develops students' abilities and accumulates knowledge and culture.

For example, when studying the lesson "The Ugly Duckling", I asked the students to choose a learning method that suits them and to work in groups to perform the text content, and the students freely formed a group. After class, they provide ideas, choose materials, help each other, and study and research in order to perform the text content well.

Some choreograph songs and dances, shadow puppet shows, dramas, etc. When communicating in the classroom, he showed it to his heart's content in the classroom, making the classroom lively and lively, and the understanding of the text received significant results.

In this way, in the process of autonomy, cooperation, and inquiry, students' enthusiasm is fully mobilized, their potential is developed, and their active status is truly reflected, thus promoting the students' joint development. "Chinese classroom should be an open and innovative activity."

Therefore, in the classroom, I pay attention to guiding students to actively participate in classroom teaching activities, letting students read by themselves, to figure out, taste, and appreciate the text. Language, do a "thousand readers will have a thousand Hamlet" style appreciation. In this process, students also transform from passive acceptance to active learning.

Students make learning a pleasant and instructive spiritual life through their own experiences and mutual inspiration. 4. Pay attention to the "multi-dimensional" teaching objectives of classroom evaluation and determine the "diversity" of teaching evaluation. It is necessary to evaluate not only students' knowledge and abilities, but also students' emotions, attitudes and values, as well as the learning process and methods.

When communicating feedback, teachers should not only pay attention to the correctness of students’ answers, but also pay attention to the students’ thinking process in arriving at the answers.

After the students answer the question, ask: How did you come up with it? We should not only pay attention to students' understanding of knowledge and application of skills, but also pay attention to students' interest in knowledge and concentration on learning.

During evaluation, pay attention to respecting the personality of students. For example, in the teaching of the article "The Foolish Old Man Moves the Mountains", what is your attitude towards the "Foolish Old Man Moves the Mountains" issue. 3. How to achieve the three-dimensional goals of junior middle school Chinese teaching

Preparation of the first introduction study plan

Teachers must fully consider the learning situation when setting preview questions, and prepare questions that are in line with students’ expectations To expand and extend the level of knowledge, of course, it is necessary to complete the basic questions before continuing to expand. When writing the tutorial plan, it can be noted that students No. 7 and 8 will only do the basic questions. The content of expansion needs to be carefully designed by the teacher. This part is the student's process, methods and the achievement of emotions, attitudes and values. This part can be completed by No. 3, No. 4 or even No. 1 or No. 2.

Training of the second group leader

The training of the group leader has been talked about a lot before. Today I only emphasize the task allocation. The teacher should train the group leader. When assigning tasks, according to Allocate tasks within the group, and arrange in detail the students who demonstrate basic knowledge, method generation, rule summary, ability generation, and emotional achievement.

The third presentation session

1. Basic knowledge of words such as words and words in modern Chinese. It is necessary to summarize the key words of this lesson. On this basis, trigger the key words Related polysemy words, similar words, polysyllabic words, etc. For example: "潦" can be introduced into the similar words "嘹", "率" and "率" and can be memorized separately by combining words. Classical Chinese can introduce classical Chinese grammatical phenomena such as ancient and modern words, Tongjiazi, multiple meanings in one word, and the inflection of parts of speech.

2. Text content Regarding the text content, different genres should set up different preview questions and ways to achieve three-dimensional goals. No. 5 and 6 can show basic issues, and No. 3 and 4 can introduce the structure, ideas, clues and other issues of the author's writing of the article. The specific form of expression can be a summary method, such as: the structure of the article is generally total score, sub-total, total score, etc. It can be related to the texts that have been learned to create a link of knowledge.

3. Article writing techniques This should also be set for different article genres. Expository text, after finding out the order of explanation, summarize what other explanation orders there are in the expository text, summarize the order of explanation and use examples, summarize methods, use examples of methods, etc. This reflects the generation of students' creativity. Prose, expressing one's feelings on the scene, generating emotions from the scene, rhetoric, etc. The basis is that students summarize the writing method of this article and then introduce the methods used in the prose they have learned, summarize the methods and rules, and then create sentences and examples. Connect with poems you have learned or use this method to demonstrate small writing.

4. Summary of the main theme. Combine the author's emotions with your own study and life, and talk about your own life ideals, life concepts, value orientations, etc. This is the achievement of emotions, attitudes, and values. Of course, this goal can be achieved by a sentence in the article, a link, an action, or an activity in the classroom.

The above is my personal understanding, I hope it will be helpful to your teaching.

Of course, to do it well, each teacher needs to devote a lot of time and energy to the series of steps from guidance plan to feedback results.

4. What are the "three-dimensional" goals of Chinese classes?

What are the three-dimensional goals of teaching (the three-dimensional goals are not three types of goals, but the three dimensions of the new curriculum goals, nor are they three types). The three-dimensional goals of teaching are The three dimensions of the new curriculum goals: 1. The goal of the knowledge and skill dimension (based on allowing students to learn) 2. The goal of the process and method dimension (based on allowing students to learn) 3. The goal of emotion, attitude and value difficulty (based on (To make students happy to learn) The three-dimensional curriculum goals are three aspects of a problem, rather than three independent goals. In classroom teaching, you cannot complete one dimension goal and then implement another dimension goal. They are connected together. For example, when teaching every knowledge point in mathematics, the first thing teachers should think of is how to make students interested, willing to learn it, willing to learn it, and easy to accept it. This is the goal of emotion; mathematics comes from Life is closely related to our lives. What use will learning certain knowledge have on students’ lives? What convenience will it bring? This is the goal of values. Students' emotions will bring about their understanding of values; values ??will in turn make students have feelings about this knowledge. Therefore, the three-dimensional goals are unified and are an organic whole that is carried out simultaneously in teaching. Segmented. Any teaching that separates the three-dimensional goals of knowledge, skills, processes, methods, emotions, attitudes, and values ??cannot promote the healthy development of students. 5. What is the goal of teaching classical Chinese in junior middle schools?

The teacher summarized: Xian, Xi, Bing, Ju, etc. For another example, when explaining the word "武", he used the Chinese character creation method to explain " The origin of "无" can deepen students' understanding of this vocabulary. From this lesson, what I am most interested in is not the teaching method, but Teacher Wang Ti's positioning of the teaching goals of classical Chinese. She believes that the teaching goals of classical Chinese should focus on classical Chinese. The accumulation of vocabulary, rather than the theme content expressed in the article. I very much agree with this point. First of all, the new curriculum standards position junior middle school classical Chinese so that students can read simple classical Chinese, learn to use dictionaries to look up Chinese vocabulary, and pay attention to tools Although we also advocate new ideas and methods of classical Chinese education, I feel that the reason why classical Chinese teaching gives us a headache in Chinese teaching is simply that the text is abstruse and difficult to understand, and it is not easy to read because of the awkwardness of the teeth. .So, when teaching classical Chinese, we must first solve the problem of reading comprehension. Secondly, from the perspective of our purpose of learning classical Chinese, some people may immediately say that we inherit traditional Chinese culture. But we really have to ask: What kind of culture do we want to inherit? What about traditional culture? We cannot generalize and think of inheriting classical Chinese philosophical ideas, etc. In fact, most of the classical Chinese texts in junior high schools are short stories. For example, the principles reflected in "Sun Quan's Encourage to Learn" are actually very simple. After students understand the text, they generally can be summarized immediately. Therefore, I believe that the teaching of classical Chinese in junior high schools should allow students to perceive the charm of classical Chinese vocabulary, its word choice and sentence making, its conciseness and conciseness, and its catchyness. The appreciation of the beauty of language is through repeated reading and vocabulary accumulation. To complete. Of course, there must be something special besides the general. Not all classical Chinese articles are like this. Some classic articles such as "Peach Blossom Spring" and "The Foolish Old Man Moves the Mountains" also need to analyze and understand the connotation. Finally, the reason why we cannot break through The most important thing about the debate between literature and art in classical Chinese teaching is that it cannot break through the ancient Chinese thought of "literature carries the Tao", which believes that the form of an article serves the content, the form is only a means, and the theme is the key, so whether it is literature Whether it is sexual style, practical style or classical Chinese, we are all emphasizing the humanistic nature of the article. This is actually a bit confusing. When the Chinese class always repeats those simple principles of life, then it is not far from the ideological and political class. Because , we should adopt a Western saying when dealing with different literary styles: Give to God what belongs to God, and give to Satan what belongs to Satan. Of course, there are ways to pay attention to reading aloud and vocabulary accumulation, and it is not to simply tell the meaning of a certain word. This It is a pity that I learned from Teacher Wang Ti, which makes boring classical Chinese vocabulary that is most difficult to arouse students' interest interesting. The wonderful use of it lies in one's mind. 6. What are the "three-dimensional" goals of Chinese classes?

Three-dimensional goals are a new term in educational theory. It refers to the three goals that teachers should achieve in the process of educating students: emotions, attitudes, and values.

Emotion refers to the emotional experience students should have after learning; attitude refers to the formation of an attitude towards surrounding things and events that students should have after learning; values ??refers to the attitude students should have towards the surroundings after learning Financial gain, perception of money. This is a new achievement of classroom teaching reform.

The three-dimensional curriculum goal should be a whole. The three aspects of knowledge and skills, processes and methods, emotional attitudes and values ??are interconnected and integrated.

The so-called knowledge and ability require Chinese teachers to pay attention to the accumulation of Chinese, the cultivation of language sense, the induction and synthesis of knowledge and the formation of the ability to use Chinese knowledge in classroom teaching. Obviously this is a process that combines theory and practice. The so-called process and method require that in Chinese teaching, we should pay attention to the practice and experience of the learning subject; pay attention to the learning experience and learning experience of the learner; guide students to master learning methods in learning; have correct guidance for the teaching process; change only focus on results. The phenomenon of not paying attention to the process. The so-called emotional attitudes and values ??require Chinese teachers to start from the selected teaching content, creatively develop Chinese course resources according to the actual situation of students, appropriately associate and imagine, and find the best combination point, so that students can feel, experience and share. Cultivate noble sentiments and aesthetic tastes, improve thinking quality and cultural taste, so as to achieve the purpose of beautiful and sound personality quality.