How to grasp the three-dimensional goal and improve reading teaching

The new round of curriculum reform aims at improving national quality, focusing on cultivating innovative spirit and practical ability, emphasizing that the curriculum should promote the healthy development of each student's body and mind and meet the needs of each student's lifelong development. In order to realize this idea, our country put forward the three-dimensional curriculum goal view for the first time, which requires designing the functions and goals of each subject from three dimensions: knowledge and skills, process and method, emotional attitude and values. It can be seen that the implementation of the three-dimensional goal is the key to the implementation of the curriculum reform concept. The goal of reading teaching is the concretization of the goal of Chinese curriculum and the guide for the smooth development of reading teaching activities. [ 1]

As far as reading teaching is concerned, teachers should choose the appropriate teaching breakthrough to implement the three-dimensional teaching goal. So how should we implement it, taking into account the disciplinary characteristics of the unity of instrumentality and humanity in Chinese subject, and comprehensively improve students' Chinese literacy?

First, the phenomenon of three-dimensional target integration.

(1) Generalization of three-dimensional goal expression, in which any goal is not a specific goal of a specific text or a specific classroom, but a "universal" goal applicable to any text or any classroom. For example:

The learning goal of Shu Dao is difficult

1. Understand the writer's works, writing background and related literary knowledge.

2. Combine the notes below the text, master the basic literal sound, form and meaning, grasp the meaning of the text from a macro perspective, and read it in combination with the content of the poem.

Show quickly and enthusiastically.

3. Appreciate the content and artistic features of the poem and recite the whole poem.

4. Feel and cultivate the emotion of loving the great rivers and mountains of the motherland.

(2) There are three-dimensional goals in form, but actually there are only knowledge goals, and even the ability goals are rarely considered. For example:

Learning objectives of Pipa Xing

1. Understand the writer's works, writing background, genre and intertextuality.

2. Combine the notes after class, dredge the preface and the first paragraph before the poem, and summarize its main contents and functions.

3. By reading poems, we can feel the linguistic beauty of poems and sort out the context of the whole text.

4. Master the method of describing music fragments.

(3) Three-dimensional goals can't be integrated, especially emotion, attitude and values goals can't be integrated into knowledge, ability and process.

The method goal cannot be expressed as knowledge, ability, method and process. For example:

"step" three-dimensional target

Knowledge and ability objectives:

1, accumulate words such as "embarrassed, fidgety, irrelevant and open".

2. Grasp the content of the text as a whole and learn how to organize materials around "steps" to express the theme.

3. Grasp the characteristics and meaning of the father image.

Process and method objectives:

1, grasping the narrative angle of the text, I realized that the work has both reverence and pity.

2. Learn to grasp key sentences and understand the reading methods of story content and characters' thoughts and feelings.

3. Understand the text, organize materials around "steps" and arrange detailed writing.

4. Cultivate students' ability of independence, cooperation and inquiry.

Emotional attitude and value goal;

1, I feel the spirit of hard work and perseverance in my father's character, and cultivate the products of treating life.

A very healthy mind. Learn from my father's diligence and simplicity ... and pursuit.

2. Get to know your father and understand his father.

Second, the essence of the three-dimensional goal of reading teaching

Three-dimensional goal, is it three goals, three goals, or three goals? In fact, three-dimensional goals are three basic components of goals: a complete goal consists of three dimensions, only three of which are complete, and the three dimensions are integrated, supporting and restricting each other.

Ability and knowledge are tied together, which requires Chinese teaching not only to disassemble the text into eight pieces, but also to reassemble the text and understand it as a whole, and to combine other texts with the disassembled parts and use them flexibly. This is the ability.

Processes and methods, you have to get more. Using the process correction method requires that the method should not only be combined with knowledge, but also with ability, not only with ability, but also with students' reaction, classroom rhythm and teacher-student interaction. Method is not only a way to know and master knowledge, but also a way to acquire ability by using knowledge, and it is also a way for teachers and students to read and interpret texts, acquire knowledge and generate ability.

Emotional attitude and values further form the basic principles and realm of knowledge and ability, process and method. What is knowledge and ability? In addition to the previous inherent views, we should also fully consider emotional attitudes and values in the teaching process and methods. Because the new Chinese curriculum standard is a humanistic curriculum framework, and because the Chinese curriculum itself is a people-oriented curriculum, since people-oriented is inseparable from emotional attitudes and values. [2] In this way, in the process of reading and interpreting the text, we should pay more attention to the emotional attitudes and values background of the text, pay more attention to the driving and organizational functions of the emotional attitudes and values to the text, pay more attention to the interaction between the existing emotional attitudes and values background of teachers and students and the emotional attitudes and values of the text, and pay more attention to the benign driving of the Chinese teaching process, methods and abilities through the interaction of emotional attitudes and values, so as to construct or help construct the emotional attitudes and values literacy needed for the healthy development of teachers and students' lives.

In operation, emotional attitudes and values are the thoughts and feelings implied in the text, and they are externalized into students' classroom reactions. The former can be classified as knowledge and ability objectives, while the latter can be classified as process and method objectives. Unless teachers need to emphasize some prominent emotional attitudes and values according to the text and the actual situation of students, there is no need to set up separate projects when preparing lessons, giving lectures and evaluating classes. Knowledge and ability goals, process and method goals are important goals that classroom teaching has been paying attention to and designing. Therefore, the new three-dimensional goal is consistent with the original classroom teaching design and evaluation, and there is no "extra" burden in the operation, and the correct and new concept is maintained.

Third, the operating points of three-dimensional target integration in reading teaching

How to integrate emotional attitude and values into knowledge and ability, process and method goals is an operational difficulty in the integration of three-dimensional goals in reading teaching.

(1) Reproduction and re-creation of knowledge and ability goals in reading teaching

The reproduction and re-creation of knowledge and ability is the fundamental goal of Chinese education. But China's courses are not purely intellectual courses.

Theoretical courses. The basic knowledge is distributed in every reading text, and the existing knowledge accumulation will reappear in the new reading activities. It is not necessary for teachers to repeat the knowledge accumulated by students every time, but it is necessary for new knowledge to be well absorbed and digested in reading, which is also the essential requirement of reading teaching. Reading is a complex psychological activity, which is not passive, but active and creative. In reading teaching, we can't let the teacher's "speaking" completely replace the students' "reading".

We should let students' reading voice return to the classroom, give them enough time to read, understand, taste and evaluate themselves, and give full play to their subjectivity in learning. The interpretation and evaluation of the text should be diversified. "A thousand readers have a thousand Hamlets. "In essence, reading is the reader's re-creation of the text, and the final completion of literary works depends on the reader's re-creation.

Reading teaching focuses on cultivating students' reading ability, which seems to have nothing to do with oral communication, writing and other abilities. Actually, it is not. As long as teachers give proper guidance, students' other abilities can also be improved. In class, when teachers talk with students, teachers guide students to understand and understand carefully, grasp the main points of others' speeches, find out unclear and doubtful points, and pay attention to other people's ways of thinking, speaking skills, speaking and answering questions, language expression, etc. At the same time, stimulate students' desire to "say"

Let students learn to express themselves, and cultivate their good language expression ability, good thinking ability and certain coping ability. Reading teaching activities can create various lively communication situations for students to participate in, and students' listening and speaking ability has also been improved in interactive language practice. In addition, students' writing ability can also be improved in reading teaching. Chinese textbooks contain various styles, and reading the text itself can provide reference for students in terms of ideological content, diction and expression skills. Teachers can lead students to ponder carefully, taste different language styles in different styles, learn a variety of writing methods, and accumulate a large number of beautiful words and phrases by rewriting a paragraph and comparing it with the original.

In order to reproduce and recreate students' knowledge and ability in reading teaching, teachers should establish appropriate knowledge and ability goals on the basis of understanding students' learning situation, and at the same time fully mobilize students' active participation. For example, we are in

When learning the text Peach Blossom Spring, we might as well set such knowledge and ability goals:

Understand the narrative clues of the text and clarify the structural level (this will enable students to understand the writing characteristics of the text twists and turns and suspense).

Experience concise and vivid language and accumulate classical Chinese vocabulary (the existing accumulation of classical Chinese will reappear in this study, and new classical Chinese knowledge must be fully understood and absorbed by students, such as "delicious", "traffic" and "rate"

The meaning of the words "wife" in "Wife and children come to this desperate situation").

Strengthening reading training requires clear sentence reading, reasonable rhythm, fluent sentences and sonorous phonology (classroom reading can better concentrate students' attention and deepen their understanding of the text).

(2) Pay attention to the process and methods, and advocate the learning mode of "independence, cooperation and inquiry".

The traditional learning style is one-way, others-oriented and passive. Article 3 of the basic concept of the new curriculum standard clearly puts forward that we should actively advocate independent, cooperative and inquiry learning methods. The purpose of changing students' learning process and methods is to make them learn to learn. The ancients said, "Give it up."

Fish, it is better to teach it to fish.

. While implementing the goals of knowledge and ability, we should also pay attention to the process and methods of students acquiring knowledge and improving their ability. In reading teaching, we should pay attention to cultivating students' learning quality of "independence, cooperation and inquiry".

The essence of autonomous learning is to fully mobilize students' enthusiasm. No work can be done well without one's active input. If Chinese reading teaching only allows students to accept ready-made learning conclusions mechanically, students will learn by rote, lack thinking and understanding, and they will lose their subjectivity in learning. Autonomous learning is to publicize the active and independent learning spirit and guide students to have a positive attitude towards life. Cooperative learning is the cooperation between teachers and students and between students to solve problems. Students talk in an equal atmosphere and discuss the answers to questions in a discussion way. Everyone expresses their opinions, listens to others' opinions, experiences the fun of cooperation and shares the joy of success. Cooperative learning transforms competition between individuals into competition among groups, which is helpful to cultivate students' team spirit and competitive consciousness. At the same time, the teaching process is not only a cognitive process, but also a communication and aesthetic process. In reading teaching, cooperative learning is advocated, and everyone exchanges their own experiences and understandings of autonomous learning. In the process of approval and opposition, affirmation and supplement, question and answer, the traditional one-way teaching or two-way communication between teachers and students has changed into multi-directional communication between teachers and students. For example, when learning a self-reading text, teachers can set several learning tasks for the text and divide the students into several learning groups, and each group accepts a learning task. The members of each group work together to complete the learning task of this group. Then each group sends a representative to make a report in class, and other groups and teachers make supplements and corrections. In this way, several groups cooperated to complete a self-reading text. Inquiry learning is not only to get the result of solving problems, but also to pay more attention to the creativity of learning and the cultivation of subjective personality, which is also the main difference between inquiry reading teaching and traditional reading teaching. Inquiry reading can enable students to gain experience and skills in scientific research and cultivate their Chinese practical ability. Students have mastered the initiative of learning, can control their own learning and improve teaching efficiency. The process of inquiry learning is bound to deepen students' understanding and experience step by step. In the long run, there will be inventions and innovations. But exploring learning needs more time and energy than accepting learning.

These learning methods undoubtedly emphasize students' subjective initiative as the main body of learning. Confucius said, "Learning without thinking is useless, and thinking without learning is dangerous." Students should have the spirit of questioning, and teachers should encourage students to explore and discover valuable and difficult problems. In this way, students will change from the passive reading state of "I want to read" to the active reading state of "I want to read". It is more important to make students want to learn in teaching than to teach them to learn and learn to learn. [3] Before applying, teachers should carefully organize research, give students active guidance and help, and guide students to get results in a short time.

(3) The formation and sublimation of emotional attitudes and values in reading.

The goal of "emotional attitude and values" embodies the humanistic requirements of Chinese. Chinese teaching should not only pay attention to knowledge, but also pay attention to excavating the humanistic connotation of the text itself, and guide students imperceptibly, so that students can cultivate rich emotions, noble sentiments, positive attitudes towards life, correct attitudes towards life and correct values while learning Chinese knowledge, which is also one of the important goals of Chinese education. In the process of reading the text, there are sparks of thinking and light of wisdom everywhere. Ancient and modern Chinese and foreign literary works, famous sayings and so on give students a wide range of cultural infiltration. In reading teaching, we should form our own emotional attitudes and values through analysis and evaluation. For example, when studying the text "Green in Prison", we should introduce the author's ivy to students, not give in to darkness and pursue the symbolic meaning of freedom and light, and let students discuss or do a small exercise after class to fully understand the author's attitude towards life, and understand that there are many setbacks on the road of life, and how to face them when encountering setbacks in order to overcome difficulties and face life with a smile!

Some people say, "Emotion is the foundation of Chinese education." In the teaching process, teachers should try to explore the humanistic connotation of the text, pay attention to edification and influence, and integrate patriotism education, socialist ideological and moral education and beauty edification into the daily teaching process, making it the flesh and blood of Chinese teaching content and the soul of Chinese teaching process. At the same time, teachers must also step off the altar of "centralized teaching" Teachers should be organizers of teaching, partners of students' study and close friends of life. Tao Xingzhi, an educator, put it well: "Real education is an activity of mutual affinity between people. Only from the heart can we touch the depths of the soul. " Teachers' efforts and love will surely win the love of students.

(D) Reading teaching should not ignore the three-dimensional goal.

Integrating three-dimensional goals into reading teaching is the highest realm of reading teaching. In practical teaching, many teachers lack understanding and sufficient attention to the function and function of three-dimensional goals, which often leads to the bias of strengthening knowledge and ability, weakening process and method, emotional attitude and values, and the lack of integrity of goals. Knowledge and ability, process and method, emotional attitude and values "this three-dimensional goal, you have me, I have you."

, complement each other and cannot be neglected. It is necessary to master knowledge, improve ability and form correct emotional attitudes and values in the learning process and methods of "independence, cooperation and inquiry".

In short, the implementation of three-dimensional goals in reading teaching is the top priority of the new curriculum reform and the requirement of the development of the times. Teachers should study and practice hard in actual teaching, and truly implement the three-dimensional goal in reading teaching, so as to improve students' Chinese ability and Chinese literacy!