On how to design the classroom of junior middle school Chinese teaching objectives —— How to implement the teaching objectives in Chinese classroom

The goal of Chinese teaching is the core and soul of classroom teaching, and it is also the starting point and foothold of Chinese teaching. It guides and restricts the whole teaching activity, which is very important to ensure the effective development of classroom teaching. So how to effectively design reading teaching objectives, so as to improve the quality and efficiency of Chinese classroom teaching? Personally, I think we can start from the following aspects:

First of all, from a macro perspective, teachers should be familiar with the new curriculum standards.

The overall teaching objectives and requirements of junior high schools in China (grades 7 to 9). Junior high school is a learning stage connecting the preceding with the following. From the first grade to the sixth grade of primary school, and then to the third year of high school, only teachers clearly realize the uniqueness of Chinese teaching in junior high school. For example, the goal of junior high school reading teaching is to appreciate literary works, have their own emotional experience, initially understand the connotation of works, and gain beneficial enlightenment to nature, society and life. The ideological and emotional tendency of the works can be evaluated in connection with the cultural background; Be able to tell his own experience of touching situations and images in his works; Taste the expressive language in the works. Only by accurately grasping the teaching objectives can teachers make targeted designs in the teaching process, and the design of teaching objectives can meet the age, physiological and psychological characteristics of students and their cognitive level. The design of teaching objectives will not be too superficial or too profound, leaving students at a loss.

Secondly, teachers should be able to understand the text of a unit in the textbook from the perspective of meso-and micro-design.

The position in the whole junior high school learning stage and the position of a text in a unit. The textbook of Jiangsu Education Edition we are using now is written according to the concept of new curriculum standard, which is basically a thematic arrangement system. If our teachers can define the teaching objectives of each unit in the whole junior middle school stage and integrate the teaching objectives of each text selected by each unit, we should pay attention to analyzing the unique emphasis, difficulties and ability points of each text that are different from other texts in this unit. In this way, by integrating the teaching objectives of a group of texts in each unit, we can taste, appreciate and understand the texts in the later stage, which can not only reduce a lot of tedious and ineffective analysis, but also save class hours and improve teaching efficiency.

Take the third unit of seventh grade Chinese in Jiangsu Education Press as an example. The theme of this unit is folk custom. Folk customs and traditional festivals are social drama, Dragon Boat Festival, New Year's Day and Mid-Autumn Festival. Combined with the position of this unit in the whole junior high school learning stage, the objectives of the unit can be determined as follows: to get in touch with the cultural background of the works and understand the rich connotation of folk culture; Appreciate the excellent pictures and language style displayed in the works, and experience the author's beautiful feelings; Investigate the local customs of hometown and feel the unique charm of local culture; Knowing that life is the source of writing, learn to get rich writing materials from life. After defining the unit objectives and synthesizing the teaching objectives of the four texts in this unit, the teaching objectives of the article Dragon Boat Festival can be determined as follows: understanding the customs of Dragon Boat Festival and enjoying the wonderful scenes of dragon boat racing; Cultivate the ability of association and imagination; Learn to speak folk customs. As for the combination of time sequence and details in the writing characteristics of this article, there is no need to explain it in detail in this article. Because the writing method of combining details with details has been explained in the last text of this unit, if we make a detailed analysis in this article, it will be repetitive and tedious, wasting limited classroom teaching time. In this way, when analyzing the article Dragon Boat Festival, we will have enough time to appreciate the description of the dragon boat race, and at the same time dig out the national culture contained in the article, which can not only tell the local folk customs, but also cultivate students with humanity. For another example, according to the requirements of the unit goal, according to the teaching goal of this unit, it is not necessary to design and master the three elements of the novel, and analyze the environment, plot and characters one by one. Because the knowledge of novels will not be explained until the ninth grade. The foothold of this paper should still pay attention to folk customs, and grasp and experience the characters by understanding the beautiful scenery description in the novel. If we can clearly understand the characteristics of the teaching goal, unit goal and overall goal of junior middle school Chinese reading, then we can grasp the teaching goal of each text in class without covering everything or worrying about losing sight of one thing. Only when classroom teaching activities have a clear goal can we cooperate and explore learning efficiently and deeply, and effective teaching can move towards high-quality teaching.

Third, the teaching objectives of each class should be clear and definite.

What should we teach students in class? This is the first problem that our teacher should solve. Each class should have the focus of each class, and should focus on cultivating students' language ability in a certain aspect. According to the three fields of knowledge, skill and emotion, we divide the goal of junior middle school Chinese teaching ability into four levels: memory, understanding, application and evaluation, and these four levels are divided into 10 specific goals: memory, understanding, analysis, summary, mastery, synthesis, creation and evaluation. When we carry out every teaching activity, our teachers should be clear about which ability training goal to achieve, so that the cultivation of students' ability in the implementation of teaching activities will not be blind and arbitrary.

For another example, teachers' teaching objectives are as follows: to understand the writing background; Learn the narrative order of this article; Grasp the main line of the article; Learn the description of features in this article; Experience the strong emotional color of words and sentences in this article; Learn the writing method of selecting typical materials and seeing the big from the small; Learn the method of combining narration with discussion, and make the finishing point on the basis of narration; Seriously understand the author's thoughts and feelings of remembering and worshiping Lu Xun, and stimulate students' desire to learn from Lu Xun. According to the syllabus, this text is two classes, just two classes. Can you really solve so many problems and achieve so many goals? In fact, the teaching objectives of each class and each text should not be comprehensive, even if there is only one teaching objective in a class, so that students can give full play to their initiative and their thinking can be truly developed. I think it is enough to go deep into the text, thoroughly analyze and grasp the writing methods of appearance characteristics to express the character's character, and at the same time understand the author's feelings for Mr. Lu Xun. You can accomplish a teaching goal in one class, so that students have time and space to move towards a clear goal, fully develop their own thinking, and give full play to the strength and depth of thinking.

At the same time, some teachers should design the goals of knowledge and ability, process and method, emotional attitude and values when implementing the three-dimensional goals of the new curriculum standard. In fact, it is inconceivable to implement all three-dimensional goals in a text. Multiple and complex teaching goals will also douse students' enthusiasm and sparks of thinking, leading to the absence of students' thinking and thinking.

Fourth, pay attention to students' differences, and the design of teaching objectives can have a certain level.

Due to the differences in students' cognitive structure, learning level, motivation and will, the time required for different students to acquire the same knowledge varies greatly. In teaching practice, if students whose time required to acquire certain knowledge is roughly equivalent to their cognitive development level are classified according to the theory of the zone of proximal development, and the teaching objectives are determined step by step in harmony with the actual possibilities of students at all levels, the effectiveness of teaching and the level of literature teaching can be greatly improved.

In a word, Chinese classroom teaching must be a purposeful and effective activity. Effectiveness is the life of teaching. Only by studying hard, correctly interpreting the text, grasping the accurate teaching objectives, designing effectively in the teaching process and constructing flexible teaching methods can we make students really gain something in each class. I believe our Chinese class will be more exciting, solid and effective.