How to formulate and state the teaching objectives of Chinese classroom reading

(A) accurately set the teaching objectives.

The goal of Chinese teaching refers to the standard to be achieved through Chinese teaching activities, which is related to the guidance of teaching activities, the selection of teaching content, the application of teaching methods and the evaluation of teaching effect. Therefore, the establishment of Chinese classroom teaching objectives must be based on scientific teaching concepts, scientific analysis of students' learning needs and accurate grasp of teaching materials, so as to be clear, concrete, operable and detectable. 1.

Implement the curriculum objectives.

The overall goal of Chinese course is to improve students' Chinese literacy in an all-round way, and it is designed from three dimensions: knowledge and ability, process and method, emotional attitude and values. The three aspects permeate and blend with each other, and pay attention to the improvement of Chinese literacy.

In teaching, to integrate the three-dimensional goals well, we should not simply superimpose the three dimensions, but take knowledge and ability as the main line, infiltrate emotions and attitude values, and fully embody them in the process and methods. Dividing Chinese teaching goals into knowledge and ability, process and method, emotional attitude and values, and artificially dividing three-dimensional goals into labeled expressions will cause serious harm to Chinese teaching.

Effective teaching goal design first requires accuracy and clarity. The accuracy of Chinese teaching objectives should be based on the all-round development of students' quality: that is, we should not only pay attention to students' mastery of Chinese knowledge, but also pay attention to the cultivation of students' Chinese application ability and innovative thinking ability; We should not only attach importance to the development of students' intelligence factors, but also attach importance to the development of students' non-intelligence factors. 2. Refine the course objectives.

Reading teaching is realized through the teaching of text by text, and each text is arranged in a specific unit of a teaching material. Teachers should gradually implement the curriculum objectives through the teaching objectives of each text. The setting of Chinese class teaching objectives must first obey the requirements of Chinese curriculum standards and teaching material target system. Teachers should internalize the meaning of the text into their own knowledge and experience according to the curriculum standards and students' reality, and formulate clear, concrete, operable and easy-to-detect reading teaching objectives. From the general goal to the class goal, the upper goal restricts the lower goal and the lower goal reflects the upper goal. In a text, in a class, as long as you know roughly what knowledge you need to understand and use, what kind of ability should be cultivated in listening, speaking, reading and writing, and to what extent, etc. You should try to be detailed and clear. Similarly, the goal of cultivating students' thinking quality and moral emotion should be clear. Only clear and definite teaching objectives are feasible and evaluable.

For example, the teaching goal of the second lesson of How the Yellow River has changed can be designed as follows: (1) being able to read the text with emotion and understand what has changed in the Yellow River; (2) Grasp the changing words and key words in the text to understand what caused the change of the Yellow River, get inspiration from it, and enhance environmental awareness; (3) On the basis of understanding the content of the text, collect information about the Yellow River, talk about the idea of managing the Yellow River, and stimulate the sense of social responsibility to protect the mother river. These three teaching objectives contain three dimensions, which are accurate, operable and detectable. 3.

Control the generation target.

In the case of clear objectives, control the whole teaching process and standardize teaching activities within the scope of the objectives. Teachers should get students' feedback in time and revise teaching according to the objectives. The practice of reading teaching tells us that everything that may happen in the classroom can't be completely foreseen by teachers when preparing lessons before class, so the process of classroom teaching is a dynamic development process.