Four dimensions of junior high school Chinese teaching objectives

The four dimensions of junior high school Chinese teaching objectives are as follows:

The four dimensions of teaching objectives are knowledge and skills, mathematical thinking, problem solving and emotional attitude.

The goals of these four dimensions are a closely related organic whole. The development of mathematical thinking, problem solving, emotion and attitude can not be separated from the learning of knowledge and skills, which must be based on the premise of being conducive to the realization of other goals.

1, knowledge and skills: master the basic knowledge of numbers and algebra, experience the abstraction, classification and nature discussion of graphics, master the basic knowledge of graphics and geometry, collect and process data in practical problems, master the basic knowledge of statistics and probability, participate in comprehensive practical activities, and accumulate activity experience;

2. Mathematical thinking: Understand algebra's function of expressing operation and geometric intuition, initially establish number sense, symbol consciousness and spatial concept, develop image thinking and abstract thinking, understand data and random phenomena, understand the significance of statistical methods, develop rational and deductive reasoning ability in mathematical activities, clearly express ideas and learn to think independently;

3. Problem-solving: learn to ask questions, get basic methods to analyze and solve problems, learn to cooperate and communicate, and initially form a sense of evaluation and reflection;

4. Emotional attitude: actively participate in mathematics activities, exercise the will to overcome difficulties, establish self-confidence, understand the value of mathematics, dare to question and seek truth from facts.

Matters needing attention in setting classroom teaching objectives:

1、? Be good at distinguishing class goals from unit goals.

The formulation of the class objectives of each class must be considered in the unit objectives and even the school section objectives, and be reasonably divided from the unit objectives, and further subdivide the class objectives into the objectives of each link. Don't confuse unit goals with class goals.

2、? Class objectives should be diversified and not vague.

The formulation of class goals should be specific and clear, with knowledge and skills as the carrier to realize the goals of thinking and solving problems, emotions and attitudes. The other two goals should be formulated in combination with the characteristics of knowledge and skills, rather than making a vague goal to reflect three-dimensional goals.

3、? The goal setting of class hours should highlight the "discipline flavor".

Each discipline has its own characteristics and tasks. Even the goal setting of process and method, emotion and attitude must highlight the characteristics of the discipline and better reflect the discipline thought.

4. There should be some flexibility in setting class goals.

We should pay attention to all students when setting class goals, choose different levels of requirements according to the initial level of teaching objects, and leave some flexible space. Even the link objectives in the teaching process should be considered differently for different students, so that they can get different development.