How to formulate Chinese teaching goals based on core competencies

Chinese core literacy is by no means an isolated four-dimensional aspect. The four dimensions of language, thinking, aesthetics and culture are interdependent and should be viewed as a whole. A complete special topic teaching should not only involve one aspect, but should pursue the coordinated development of the four dimensions. For example, "Special Topic on the Works of Modern Writers", when conducting this special topic, we must not just focus on the aspect of language, but on the basis of analyzing the language, we should feel the aesthetic factors contained in the language, and gain access to the writers' works through appreciation and experience. It brings a sense of cultural identity and completes the construction and improvement of thinking in the process. But this does not mean that the four aspects should be developed equally. Thematic design should be focused and hierarchical. The setting of learning task groups provides a ladder for the development of special topics. It is not difficult to see from the design of 15 learning task groups that from compulsory to elective I and elective II, the tasks are set up in a ladder-like manner, from basic knowledge and ability to comprehensive literacy. Improve