Teaching objectives of classical Chinese in primary schools

1. Requirements for the purpose of Chinese teaching in primary schools 1. Chinese Pinyin. Consolidate Chinese Pinyin and use it to help you read and learn Mandarin.

Second, read and write 1 and learn 150 commonly used Chinese characters. 2, can skillfully look up the dictionary, develop the habit of using the dictionary.

3. The learned words can be read and written correctly, and most of them can be used. Improve the ability to distinguish words.

Pay attention to accumulating words. 4. Be able to write skillfully with a pen and have a certain speed.

Continue to learn to paste with a brush, write evenly and clean the paper. Third, be obedient, speak 1, listen to speeches and broadcasts, and be able to relay the main contents.

2. Listen to children's literature and popular science works that others are suitable for reading, and imagine while listening. 3. Be able to tell stories clearly and clearly in Mandarin.

Be able to give short speeches in public. Can repeat the text creatively.

Fourth, read 1 and read the text correctly, fluently and emotionally. Can express the thoughts and feelings of words more accurately.

Be able to recite the assigned text. 2. Be able to read the text silently as required, understand the main content, experience thoughts and feelings, and speak at a certain speed.

3. For words with profound meanings or complicated sentences, you can understand the meaning or experience in the context. Pay attention to appreciate the beautiful sentences in the article.

4, can understand the relationship between sentences, paragraphs and articles, can summarize the general idea of paragraphs, and can summarize the main content and central idea of the article. 5. Understand how the article expresses the central idea.

6. Be able to preview the text, understand the content of the text, ask difficult questions, and develop the habit of previewing. 7, independent reading is suitable for extracurricular reading, can understand the main content, experience thoughts and feelings, and have the ability to analyze and summarize.

Develop good reading habits. 5. composition 1. You can express your ideas in correct sentences.

2. Observe things and pay attention to their characteristics. Get into the habit of observing things around you.

3. Be able to write a composition as required or by yourself. Can choose materials according to the requirements, write an outline of the composition, and write a simple narrative that is centered, organized and true.

Learn to write meeting minutes and reading notes. 4. Initially, periods, question marks, exclamation points, commas, colons, quotation marks, pause marks, book titles and ellipsis will be used.

Know semicolons. 5. Be able to revise your composition preliminarily.

2. How to formulate effective Chinese teaching objectives in primary schools is the starting point and destination of the teaching process; It is a restrictive factor in teaching design and classroom teaching; It plays an important guiding role in making teaching plan, organizing teaching content, defining teaching direction, determining teaching focus, selecting teaching methods and arranging teaching process. Then, under the background of the new Chinese curriculum in primary schools, what are the reasonable design goals of Chinese teaching in primary schools, and what principles should be followed by the three-dimensional Chinese goals? What are the problems in the design of teaching objectives and what action strategies have been adopted? I try to discuss it from the following aspects: 1. Reasonable design of Chinese teaching objectives in primary schools. The goal of primary school Chinese teaching is the goal and direction of primary school Chinese classroom teaching, which has a decisive guiding role and is the starting point and destination of primary school Chinese classroom teaching; Chinese classroom teaching in primary schools is to achieve certain Chinese teaching objectives in primary schools. The efficiency of classroom teaching directly affects the realization of teaching objectives, so it has a decisive influence on the realization of Chinese teaching objectives in primary schools. Therefore, the basis, principles and implementation of Chinese teaching objectives in primary schools must also fully consider the reality of classroom teaching. Everything should proceed from the reality of classroom teaching. Secondly, the following four basic principles should be followed in formulating the teaching objectives of Chinese in primary schools: first, the teaching objectives should be comprehensive; Second, the teaching objectives should be reasonable; The goal of Chinese teaching in primary schools should be just right, impartial and rooted in the text; Third, the teaching objectives should be flexible; On the one hand, the teaching objectives should not be too narrow and far-fetched. On the other hand, we should make random adjustments in teaching and even let students participate in the determination of teaching objectives. We should fully consider the changes of students' original foundation and actual needs in the learning process and pay attention to the generation of teaching objectives. Fourth, the setting of teaching objectives should be appropriate, that is, the teaching objectives should meet the requirements of curriculum standards and students' reality, but also consider the differences of students and set hierarchical objectives. The teaching goal of the new Chinese curriculum is determined according to three dimensions: knowledge and ability, process and method, emotional attitude and values, which is the embodiment of a new concept. It has never been done in the past syllabus to incorporate process and method, emotional attitude and values into teaching objectives and put them in a prominent position. This can be said to be the result of reflection on the disadvantages of Chinese teaching in the past, and it can also be said to be a highlight of the new Chinese curriculum reform. However, after going deep into the classroom, it is obvious that in the implementation of new curriculum standards and new textbooks, there are * * * similar problems in the expression of three-dimensional goals. The goal of Chinese teaching is the starting point and destination of Chinese teaching. The requirements of Chinese curriculum standards are: the unity of knowledge and ability, the unity of process and method, the unity of emotional attitude and values. How to determine and express the teaching objectives according to the three-dimensional objectives of specific texts is directly related to the implementation of the new curriculum standards. We must see the problems and find the correct countermeasures. Therefore, from the perspective of expression, we will talk about some superficial views on the main problems and countermeasures in the expression of three-dimensional teaching objectives. The main problem in the expression of (1) How to express the three-dimensional teaching goal directly reflects the concept and method of the teaching designer. From the perspective of teaching implementation, the most common problems are the following two expression traditions. Ignore methods and processes. Let's look at the case first: the teaching goal of Sun Quan's persuasion is (1) to understand the meaning of the text and the content of the article. (2) Master the method of portraying characters in this paper. (3) Accumulate some important classical Chinese words and improve the reading ability of classical Chinese. (4) Make students understand the infinite truth of learning. Here, from the expression of teaching objectives, we highlight the requirements of knowledge and ability, without the injection of processes and methods. The goal of "understanding the meaning of the text and the content of the article" is not clear about the means and methods to achieve this goal; How to "grasp" the method of depicting characters in the text? By what means? Is it by trying to find the tone, by analyzing the language, or by comparing with other articles? I don't even know. These key things are not expressed in the teaching objectives. This is no different from the traditional expression of teaching objectives. It does not meet the requirements of the new curriculum standards. The essential difference between the determination and expression of Chinese teaching objectives under the concept of new curriculum standards and the expression of traditional teaching objectives lies in the organic integration of process and method, emotional attitude and values. Tradition emphasizes the mastery of knowledge, while knowledge learning is isolated. It has nothing to do with the improvement of ability, ignoring the process and methods of students' learning. As can be seen from this positioning expression of teaching goal design, it often only pays attention to the results and ignores the process of achieving the results. This will inevitably lead to the disadvantages of emphasizing results over processes in teaching. 2. Complexity and differentiation of expression. Please look at the case: autumn teaching goal: knowledge and ability goal: (1) Understand the content of poetry. (2) Cultivate students' ability to read poems aloud. (3) Master the general methods of appreciating poetry. (4) Cultivate students' ability to appreciate beauty. Process and Method Objective: (65438) Try to ponder and taste the language. (3) Improve the effect by combining music, pictures and words. (4) Expand and develop students' autonomous learning ability. Emotion, Attitude and Values Goal: (1) Cultivate students' feelings of feeling and appreciating beauty. (2) Cultivate students' love for poetry. (3) Stimulate students' love for nature and life. However, problems still exist. There are two main problems: first, the three-dimensional target is separated, but there is no organic infiltration and integration. In fact, they cannot be separated in teaching; Second, there are many and miscellaneous. An article * * * sets 1 1 goals, which are generally difficult to achieve in the classroom and do not conform to the teaching practice. At the same time, there are some repetitions in expression. In many schools, it is common to determine and express the Chinese teaching objectives of the new curriculum in this way, which is worth discussing.

3. How to determine the teaching objectives of Chinese teaching in primary schools needs to be gradual.

Students' basic knowledge of literacy, writing and vocabulary needs to accumulate over time, and reading and writing need to be improved bit by bit, which requires teachers to have the overall goal of the teaching year and the teaching objectives of each class, and adopt appropriate teaching methods to implement the teaching objectives. First, make clear the overall goal and stage goal of Chinese teaching in primary schools 1. The goals of Chinese teaching in primary schools are as follows: (1) In the process of Chinese learning, cultivate students' patriotic feelings and socialist moral quality, gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste.

(2) Understand the richness of China culture and absorb the wisdom of national culture. Care about contemporary cultural life, respect multiculturalism, and absorb the nutrition of excellent human culture.

(3) Cultivate the emotion of loving Chinese, develop self-confidence and good habits in Chinese learning, and master the most basic Chinese learning methods. (4) While developing language ability, develop thinking ability, stimulate imagination and creative potential.

Gradually develop a scientific attitude of seeking truth from facts and advocating true knowledge, and initially master scientific thinking methods. (5) Be able to actively carry out research study and learn and use Chinese in practice.

(6) Learn Chinese Pinyin, speak Mandarin and know about 3,500 commonly used Chinese characters. Can write Chinese characters correctly and neatly, and has a certain speed.

(7) Have the ability to read independently, pay attention to emotional experience, have rich accumulation, and form a good sense of language. Learning to use a variety of reading methods can initially understand and appreciate literary works, be influenced by noble sentiments and interests, develop personality and enrich the spiritual world.

Can read simple classical Chinese with the help of reference books. (8) Be able to express your meaning clearly and accurately.

Be able to write in common words according to the needs of daily life. (9) Have the basic ability of daily oral communication, learn to listen, express and communicate in various communication activities, initially learn to conduct interpersonal communication and social interaction in a civilized way, and develop the spirit of cooperation.

(10) Learn to use common language reference books. Initially have the ability to collect and process information.

2. The stage goal puts forward requirements from four aspects: literacy and writing, reading, writing and oral communication. The curriculum standard also puts forward the requirement of "all-round learning" in order to strengthen the connection between Chinese courses in many aspects, other courses and life, and promote the all-round and coordinated development of students' Chinese literacy.

Secondly, teachers should make plans for each unit and class. The arrangement of Chinese textbooks for primary schools is very reasonable. Textbooks are constructed according to the law of students' understanding of things and different contents. There are eight units in each semester. The first five units have different comprehensive learning contents, and each unit design has four parts: introduction, lesson examples, oral communication, practice and review and expansion.

Teachers should arrange classroom activities according to unit design and adopt flexible and diverse classroom teaching methods, so that unit goals can be the guidance of class goals. Class objectives should be formulated by weighing the age characteristics of the students in the grade being taught and the students' understanding level.

The knowledge connection between units should be prominent, the connection between class hours should be done well, and teachers should pay attention to the appropriate expansion of knowledge. Extended data:

Teaching goal is a clear statement about what changes teaching will bring to students, which refers to the expected learning results of students in teaching activities.

In the teaching process, teaching objectives play a very important role. Teaching activities are guided by teaching objectives and always focus on achieving these objectives.

Teaching objectives can be divided into three levels: first, curriculum objectives; The second is the goal of classroom teaching; The third is the goal of education. This is also the ultimate goal of teaching.

The goal of classroom teaching is the interactive goal of teaching and learning in the process of classroom teaching. The classroom teaching goal advocated by the new curriculum has three dimensions: knowledge and skills goal, process and method goal, emotion, attitude and values goal.

4. How to set effective Chinese teaching objectives in primary schools? The so-called teaching is the composition of teachers' "teaching" and students' "learning", which has been discussed differently since ancient times.

Mr. Shi Shu, an ancient poet, made him shake his head; Later, the method of teaching students to learn was advocated: "it is better to teach people to fish than to teach people to fish;" For modern education that advocates quality and comprehensive ability. This is the crystallization of teachers and students' unremitting pursuit.

In today's increasingly fierce social competition, in order to improve children's quality in an all-round way, teachers should demand a quality of 40 minutes. Determining accurate teaching objectives is the key. Only by thoroughly understanding the text and preparing teaching materials, preparing students and paying attention to their learning situation can we realize efficient classroom.

Teaching goal is the starting point of classroom teaching, which determines the arrangement of teaching content, the choice of teaching methods and the implementation of teaching evaluation, and then determines the quality of classroom teaching. Therefore, teachers should attach importance to the guiding role of teaching objectives, and think and act around teaching objectives before, during and after class, which will help improve classroom teaching efficiency.

First, set specific and clear goals. To formulate teaching objectives scientifically and reasonably, we must first study the teaching materials carefully, understand the editor's intention, and grasp the characteristics of the text on the basis of thoroughly understanding the new curriculum standards; Secondly, we should pay attention to the learning situation, formulate teaching objectives that meet the students' acceptance level and needs according to the actual situation of this class, so as to be targeted and enhance the pertinence and effectiveness of the objectives; Third, the formulation of teaching objectives must be specific and clear. The clearer the teaching goal is expressed, the easier it is to grasp the classroom teaching and the higher the goal achievement rate.

Second, the implementation of goals should always be "written in front and forgotten", which is a realistic portrayal of many teachers' attitude towards teaching goals. In fact, the teaching goal not only restricts the general trend of teaching activities, but also determines the specific steps, methods and organizational forms of teaching.

Therefore, when preparing lessons, teachers should take the teaching goal as the soul and the effective achievement of the goal as the direction, and carefully preset the corresponding teaching links, such as which teaching process will accomplish which goal, so that teachers can know fairly well and put the teaching goal into the learning activities of the whole class. Thirdly, achieving the goal flexibly and firmly and paying attention to the teaching goal are helpful for teachers to consciously control the whole process of teaching activities, so that all teaching activities and learning activities are closely focused on the realization of teaching goals, thus improving teaching efficiency.

However, classroom teaching is a dynamic and open process, and many teaching details are unpredictable. Therefore, teachers should be good at dealing with the relationship between presupposition and generation, making classroom generation under the control of teaching process and moving towards teaching objectives, so as to implement teaching objectives firmly and flexibly.

Students' questions are sometimes not within the scope of teachers' preset, which is related to the achievement of teaching objectives. At this time, it is necessary for teachers to guide students to discuss this generated problem. Teachers should have the ability to cope with the classroom.

Fourth, reflect on the feedback of students' homework in time, find out the goals that are not in place in time, check whether the goals are too high or not in line with the students in this class, and make adjustments so that similar situations will occur again in the future. In a word, the improvement of students' comprehensive ability is a process from bottom to top, from dispersion to whole, and it is a spiral process.

As long as teachers always keep students in mind, implement every teaching goal well, constantly reflect on finding the most suitable teaching method for students, and earnestly implement every lesson, then you are the most successful one.

5. What is the main purpose of learning ancient poetry in primary schools? Teaching of Ancient Poetry and Prose: Objectives and Methods When discussing the teaching of ancient literary works, Chinese Curriculum Standard takes "ancient poetry and prose" as the concept, indicating that poetry and prose are the focus of ancient literary works.

At the same time, we should also pay attention to the ancient literary works selected from middle school Chinese textbooks, including ancient poems, essays, novels and plays. From the content point of view, "prose" includes various schools of prose, historical prose and literary prose with narrative lyricism as the mainstay.

Dr. Gu Zhichuan believes that most of the "ancient works" in middle school Chinese textbooks are literary works. Even practical writing such as ancient letters can actually be regarded as literary works "(Modern Chinese, July 2004).

Ancient poetry is an important part of Chinese teaching in middle schools. As far as middle school Chinese textbooks published by People's Education Press are concerned, 1 ancient poems and 5 ancient poems are selected from Chinese textbooks (grade 7). Prose lesson 5, 17 (paragraph); Attached 10 "Extracurricular Recitation of Ancient Poems".

It can be inferred that in junior high school Chinese textbooks, ancient poetry accounts for about one-sixth. Let's take a look at Chinese, a compulsory course in high school. The first volume includes two units of classical Chinese, four historical essays (paragraphs) and four hundred schools of thought essays (paragraphs).

The second volume, two units of classical Chinese, featured essays of pre-Qin, Han, Wei, Jin, Southern and Northern Dynasties 12 (paragraphs); The third volume selected two units of classical Chinese, eight essays (paragraphs) and 25 ancient poems. The fourth volume is a unit of classical Chinese, a unit of classical novels, 2 selected essays, 2 classical Chinese novels and 2 vernacular novels; In addition, two ancient dramas (excerpts) were selected.

The fifth volume selects one unit of ancient poetry, eight poems, one unit of hundred schools of thought's prose (special topic of Mencius) and five articles (paragraphs) in classical Chinese. The sixth volume is the classic novel A Dream of Red Mansions, with 4 episodes of classical Chinese novels. One unit of classical Chinese (special topic of Historical Records), 4 articles of classical Chinese (paragraphs).

In senior high school, there are 3 units of ancient poetry, 8.5 units of ancient prose, 2 units of classical novels and 0.5 units of classical drama, totaling 14 units with 64 classes, and 34 units of senior high school Chinese 136 classes. It can be seen that ancient poetry in high school accounts for about two fifths.

As far as Chinese teaching in middle schools is concerned, ancient poetry teaching should pay special attention to the following two issues: one is the goal of ancient poetry teaching, and the other is the method of ancient poetry teaching. 1. Teaching objectives of ancient poetry: the integration of language, literature and culture (1) Generally speaking, the teaching objectives of ancient poetry are to analyze why students should learn ancient poetry from three dimensions: language, literature and culture. What is the goal of ancient poetry teaching? This is the problem that we must first understand.

Therefore, it is necessary to seriously study and study some important documents, such as Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as Chinese Standard for Compulsory Education), Chinese Curriculum Standard for Ordinary Senior High Schools (hereinafter referred to as Chinese Standard for Senior High Schools) and National Unified Examination Outline for Enrollment of Ordinary Colleges and Universities (hereinafter referred to as Chinese Outline for College Entrance Examination), and make analysis and arrangement according to these documents. Through combing and summarizing, we find that, on the whole, the goal of ancient poetry teaching in middle schools is the organic unity of language (specifically, "classical Chinese" or "ancient Chinese"), literature and culture.

Specifically, the teaching objectives of ancient poetry should include the following four aspects: 1. Recite and accumulate. The new Chinese curriculum standard attaches great importance to "accumulation", which not only embodies the characteristics and traditions of Chinese teaching, but also conforms to the reality of current Chinese teaching.

"Reciting a certain number of ancient poems" is one of the basic requirements of Chinese curriculum standards. "Reciting" is to "accumulate", accumulate language, accumulate ideas and accumulate culture; At the same time, recitation is also for use, for creative use.

According to the "stage goal" of compulsory education curriculum standard, the first stage (1~2 grade) "recites 50 excellent poems (paragraphs)", the second stage (3~4 grade) "recites 50 excellent poems (paragraphs)" and the third stage (5~6 grade) "recites 60 excellent poems (paragraphs)".

In the "Curriculum Objectives" and "Teaching Suggestions", it is also proposed that "students are required to read a certain number of excellent ancient Chinese and poetry works intensively, and teachers should stimulate students' reading interest and cultivate reading habits". In Appendix 1, Suggestions on Reading Contents and Extracurricular Books, some articles in pre-Qin prose, Tang and Song prose, Book of Songs, Chu Ci, Tang Poetry, Song Ci and Vernacular Poetry are listed for students to recite.

In the practice of senior high school Chinese textbooks published by People's Education Press, students are also required to recite ancient poems, such as Military Vehicle Shop, Difficult Road to Shu, Chun Hua Qiu Yue, Qin Lun, Shi Shuo, Preface to Lanting Collection, Yu Meiren Ci, Persuade Learning, Travel in Clouds, Shi Shuo and E Fang Gong Fu. The Chinese syllabus for college entrance examination also explicitly requires "memorizing common literary knowledge and familiar famous sentences and articles".

2. Cultivate students' ability to understand ancient Chinese. There are some connections and differences between modern Chinese and ancient Chinese.

Modern Chinese is a model of modern Chinese, while classical Chinese is a model of ancient Chinese. Therefore, when guiding students to learn ancient poems, in order to let them really understand the content of the article and feel the meaning of literature, we must combine the study of ancient poems to cultivate students' ability to understand ancient Chinese.

The "general goal" of compulsory education curriculum standard stipulates that "you can read simple and understandable classical Chinese with the help of reference books"; In the "stage goal" of the fourth stage, it is stipulated that "reading simple classical Chinese can understand the basic content with the help of notes and reference books". In the Reading Evaluation of Ancient Poetry, it is clearly stipulated that "the evaluation of students' reading of ancient poetry and simple classical Chinese focuses on the process of students' memorization and whether they can understand the theme of poetry with the help of notes and reference books, rather than the mastery of students' knowledge of morphology and syntax".

The "general goal" of "Curriculum Standard for Senior High School" stipulates that "efforts should be made to improve the sensitivity to the language of ancient poetry"; The "compulsory course" stipulates that "reading simple classical Chinese can be borrowed."

6. What is the overall goal of the new Chinese curriculum teaching in primary schools? The overall goal is 1. In the process of Chinese learning, cultivate patriotic feelings and socialist moral quality, gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste.

2. Understand the richness of China culture and absorb the wisdom of national culture. Care about contemporary cultural life, respect multiculturalism, and absorb the nutrition of excellent human culture.

3. Cultivate the emotion of loving Chinese, cultivate self-confidence and good habits in Chinese learning, and master the most basic Chinese learning methods. 4. While developing language ability, develop thinking ability, stimulate imagination and creative potential.

Gradually develop a scientific attitude of seeking truth from facts and advocating true knowledge, and initially master scientific thinking methods. 5. Be able to actively carry out inquiry learning and learn and use Chinese in practice.

6. Learn Chinese Pinyin. Can speak Mandarin.

Know about 3500 commonly used Chinese characters. Can write Chinese characters correctly and neatly, and has a certain speed.

7. Have the ability to read independently, pay attention to emotional experience, have rich accumulation, and form a good sense of language. Learn to use a variety of reading methods.

Be able to understand and appreciate literary works, be influenced by noble sentiments and interests, develop their personality and enrich their spiritual world. Can read simple classical Chinese with the help of reference books.

The total amount of extracurricular reading in nine years should be more than 4 million words. 8. Be able to express your meaning in a specific and clear way.

Be able to write in common words according to the needs of daily life.

7. What is the basic purpose of Chinese teaching in primary schools? I often think about such a question with a Chinese book: "What is the purpose of Chinese teaching in primary schools?" ? Is to learn some new words in the book? Or will you recite a few texts? Or write 8 compositions per semester? Or both? Thinking and thinking, it's still wrong! After thinking about it, I think there should be at least the following points that students must learn through Chinese class! First, by learning Chinese, students' interest in the language and writing of the motherland is stimulated, and students are willing to learn Chinese and understand the culture and history of the motherland.

Second, cultivate good study habits. This habit is not necessarily immutable, but can show different characteristics in different grades and students.

For example, I preview the content before class independently, like reading a lot of extra-curricular books spontaneously, and boldly look for the shortcomings in Chinese books ... Third, influenced by good feelings, from grade one to grade six, many famous works are collected in Chinese books, including beautiful nature and lovely animals. Some people live in harmony with animals, while others have deep feelings for each other. Through the study of Chinese class, students can not only master a few new words, but also recite the text. They are also influenced by good feelings through study, and learn to love nature, care for small animals and care for others, including their family, friends and countless strangers. Fourth, exercise the application ability.

The most concrete performance in Chinese class should be composition, but it is not limited to this. Students should be willing to speak, write and draw what they see, hear and think when learning Chinese, so that everyone can see and feel it.

They will no longer feel that composition is a headache, but a very happy thing. They will be happy to show themselves in front of others, and they will be proficient in listening, speaking, reading and writing.

Fifth, cultivate students' courage to fight against difficulties. Chinese learning can't be easy from beginning to end, and you may encounter unexpected difficulties in the middle. Learn their spirit of fighting difficulties from the role models in the book, and experience the joy of fighting difficulties in the process of Chinese learning.

So as to cultivate the courage to fight against difficulties. What is the purpose of Chinese teaching in primary schools? This is an endless problem, which will change and develop constantly. Therefore, teachers and students should make continuous efforts to make our Chinese teaching more successful and our Chinese learning more effective.

The fundamental purpose of Chinese teaching in primary schools is to enable students to acquire basic literacy, so that they have the actual needs of literacy, reading ability, writing ability, oral communication ability and so on.