Lead: In the new curriculum, three-dimensional goals are the main contradiction, and knowledge and ability are the main aspects of the main contradiction. Undoubtedly, the core of Chinese literacy is Chinese ability.
Curriculum standards for full-time compulsory education (experimental draft) (hereinafter referred to as? New curriculum standard? ) point out:? Strive to improve classroom teaching, consider the integration of knowledge and ability, emotion and attitude, process and method, and advocate heuristic and discussion teaching. ? This article points out the direction for the classroom teaching reform of the new curriculum. Let's talk about the implementation of three-dimensional teaching objectives in the classroom from two aspects.
First, focus on Chinese literacy and grasp the three-dimensional goal
What is the overall goal of the new Chinese curriculum? Improve students' Chinese literacy in an all-round way? . Chinese literacy and? Knowledge and ability, emotion and attitude, process and method? What is the relationship between the three dimensions? The interpretation of Chinese curriculum standards organized by the Department of Basic Education of the Ministry of Education points out: After nine years of study, students should have basic Chinese literacy. The connotation of this basic Chinese literacy is rich. What is the basis of the curriculum objectives? Knowledge and ability, process and method, emotional attitude and values? Three dimensions of design expansion? Clearly regard these three dimensions as the content of Chinese literacy. Understanding the three-dimensional teaching goal from the perspective of Chinese literacy can enhance the goal consciousness and enhance the educational concept.
(A) a correct understanding of three-dimensional connotation
1, knowledge and ability goals. ? General goal? Article 6-10 is the specific provision of knowledge and ability in the course, right? Knowledge and ability? The basic basis of teaching. We should delve into the new curriculum standards, understand the changes of knowledge and ability requirements in the new curriculum standards compared with the old syllabus, and thus correctly grasp the new curriculum. Knowledge and ability? Requirements. For example, reading teaching, the old syllabus requirements? Can understand the main content, grasp the central idea, have a certain speed and develop good reading habits. ; What does the new curriculum standard require? Have the ability to read independently, accumulate wealth and form a good sense of language? In addition, there are requirements for reading quantity and reading speed, emphasizing accumulation and language sense cultivation, which are not available in the old syllabus.
2. Process and method objectives. This is unique to the new curriculum standard. ? General goal? Article 5 is about process and method requirements, advocacy? Inquiry learning? Emphasis on learning by doing. ? Process? , the point? Experience? . ? Literacy? Reading? Oral communication? Homework? Comprehensive study? And so on, let students experience the process, learn in the process, and let the learning process become a part of the students' life world. ? Method? , should be concrete, rather than abstract, should be accompanied by knowledge learning, skills training, emotional experience, aesthetic edification, like a shadow, can not be separated from it. Teaching history at home and abroad shows that learning is independent of specific knowledge and skills? Method? It is difficult to migrate.
3. Emotion, attitude and values. ? Emotions, attitudes, values? The goal embodies the humanity of Chinese and emphasizes the extensive cultural influence on students. Is the connotation better than the old outline? Ideology? The goals are much richer and deeper. ? General goal? 1-4 is right? Emotions, attitudes, values? The specific requirements cover the essence of traditional ideological education, as well as the cultivation of life consciousness, modern consciousness, multiculturalism, international understanding and interest, confidence and habits in Chinese learning.
(B) clarify the relationship between the three dimensions
In the new curriculum, three-dimensional goal is the main contradiction, and knowledge and ability are the main aspects of the main contradiction. Undoubtedly, the core of Chinese literacy is Chinese ability. Doubt or vacillation will make Chinese teaching at a loss and the quality of Chinese teaching will be seriously reduced. If Chinese literacy is compared to a building, it consists of three-dimensional goals, knowledge and ability are the foundation of the building, and processes and methods, emotional attitudes and values are the superstructure. With a solid foundation, the foundation of Chinese teaching will not be shaken. Superstructure? The higher it can develop. Emotion, attitude and values are an important dimension. Without it, Chinese teaching will return to the state before the curriculum reform, which is still the lack of human nature. No? Process and method? Who advocated this goal? Autonomy, cooperation and exploration? This is also difficult to achieve. Taking the other two dimensions into account, solid knowledge and ability are the goals pursued by the new Chinese curriculum.
(c) integrating three-dimensional objectives
The new curriculum standard points out? The curriculum objectives are designed according to 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, we should do a good job in integrating three-dimensional goals, instead of simply superimposing three dimensions. Knowledge and ability? As the main thread, it is permeated with emotions, attitudes and values, and fully reflected in the process and methods. In the new curriculum standard? Course objectives? Everywhere provides us with a model of integrating three-dimensional goals. Like the first issue? Oral communication? Article 6 stipulates: Have confidence to express. Take an active part in the discussion and express your opinions on topics of interest? . ? Confidence? Positive? Are you interested? Is it the requirement of emotion and attitude? Expression? Participate in the discussion? Give your opinion? This is a skill requirement, and? Attend? Publishing? How to discuss and express opinions on the embodiment process embodies the requirements of learning methods. When making three-dimensional teaching objectives, we should learn from the integration method of three-dimensional objectives in the new curriculum standard.
Second, implement effective teaching and implement three-dimensional goals.
Effective Chinese teaching means that through teaching, students can make progress and development in knowledge, ability, emotional attitude and values, improve Chinese literacy, experience learning process and master learning methods. To implement effective teaching and three-dimensional goals, we must do the following.
(A) the effective participation of the main body
It has been concluded that students are the main body of learning. What is important is how to guide students to participate effectively and learn independently.
1. First of all, teachers should respect students' individuality and individual differences, establish a democratic and harmonious classroom atmosphere, and make students feel emotionally safe. The second is to establish a warm learning place, so that students can accept and appreciate each other and have a safe spiritual harbor.
2. Teachers should learn to appreciate students and help them build up their confidence in learning; Willing to give students extra help they need or desire.
3. Cultivate students' ability to choose and fulfill their responsibilities. Students have the ability to choose learning content and learning methods, and are competent for their own tasks in autonomous learning and cooperative learning.
4. Teaching should connect with students' life world, activate students' life experience and touch students' heartstrings.
(B) specific teaching objectives
Three-dimensional teaching objectives must be specific and easy to implement in classroom teaching. To concretize the three-dimensional teaching goal, it should include the following contents: 1, teaching object; 2. Students' behavior; 3, determine the conditions of behavior. Conditions refer to the restrictions that can affect the learning results; 4. degrees. Degree is determined by the speed, accuracy and quality of behavior.
For example, West Lake? Green? Three-dimensional teaching objectives are formulated as follows:
1. Through self-study, students can read five new words quickly and correctly.
Conditional object degree behavior
2. Reading the text with emotion, students can deeply understand the author's love for the green West Lake.
Conditional object degree behavior
To understand the content of the text, students must understand it? West Lake? Green? Characteristics of deep experience.
Conditional object degree behavior
The unique feeling of West Lake.
behaviour
(C) the problem of teaching content
Questions are the beginning of thinking. In teaching, teachers should be good at refining problems from students, and also be good at guiding students to ask and form problems, so as to turn the learning process into a process of asking and solving problems. To cultivate students' problem consciousness in reading teaching, we should not only guide students to proceed from the whole, but also guide them to find problems from the details, such as West Lake? Green? Teachers can guide students to ask questions and then solve them in depth. Students may ask questions, such as: 1. How many greens are written in the text? What are the characteristics of each green? 2. Did the author use so much? Green? Why don't we feel repetitive when reading? The first problem is to focus on the whole, and to solve the problem, students should be guided to summarize and master the main information; The second problem is to pay attention to details. The solution of the problem should not only guide students to compare, but also guide students to experience in repeated reading.
(D) Practice teaching process
Teaching process is the process of instructing students to practice Chinese, as the new curriculum points out? Chinese is a practical course, so we should focus on cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice. ?
Chinese practice includes knowledge learning and skill training, as well as emotional experience and interest cultivation. For example, in reading teaching, we can take the emotion of the text as the main line, guide students to enter the emotion, think and imagine, accept the emotional edification of the article, and at the same time complete the understanding of words and phrases and the learning of reading methods. In exercise teaching, we can still use emotion as a clue to guide students to contact the life world when drawing materials, activate the imaginary world, pour out emotions when conceiving and expressing, and reflect on the expression of emotions when evaluating, so as to make the expression of emotions more accurate, concrete and vivid.
(E) Methodology teaching guidance
Teachers should have a strong awareness of methodology and adopt different methods to guide them according to different learning types.
1, declarative knowledge learning guidance
Declarative knowledge, also known as descriptive knowledge or memory knowledge, is static and mainly used to answer things? What is this? Why? And then what? How's it going? A large number of texts in textbooks can be regarded as declarative knowledge. From the perspective of language accumulation, they are mainly reading and reciting. The teacher's guidance is mainly about how to adopt different reading methods and memory methods according to the characteristics of the text.
2. Procedural knowledge
Procedural knowledge, also known as step knowledge or process knowledge, is dynamic and mainly used to solve? Do what? And then what? How's it going? problem Procedural knowledge has a directional effect on the formation of skills, which can directly guide the training of skills and promote the formation of skills. The procedural knowledge in the textbook is found in the text? A tour guide? Reading skills? Thinking? Practice? And then what? Homework? 、? Oral communication? In the prompt, more can't be seen in the text, which depends on the teacher according to the characteristics of the textbook. Should the guidance of procedural knowledge in reading teaching guide students to experience the first reading perception? Intensive reading comprehension (experience)? It is necessary to sublimate repeatedly and guide students to gradually master the steps and methods of understanding key sentences, such as understanding the literal meaning of key sentences first, then connecting with the background of the times, understanding the meaning with life experience, understanding thoughts and feelings, and then understanding the expression methods of sentences. Another example is exercise guidance, which should guide students to learn the methods of observation, thinking, performance and evaluation in the aspects of material selection, conception, drafting and processing.
3, strategic knowledge learning guidance
Strategic knowledge refers to students' understanding of learning tasks, choice of learning methods and adjustment of learning process in learning situations. It is different from specific learning methods such as drawing circles, commenting and commenting, but a monitoring system composed of learning methods, learning rules and metacognition. With the growth of grade, teachers should gradually guide students to know what to learn from textbooks, what resources to use and how to use them, and what learning strategies to adopt to achieve their learning goals.
(6) Diversification of teaching evaluation
Multi-dimensional teaching objectives determine that teaching evaluation should also be diversified, not only to evaluate students' knowledge and ability, but also to evaluate students' emotions, attitudes, values, evaluation processes and methods. When exchanging feedback, teachers should not only pay attention to the correctness of students' answers, but also pay attention to students' thinking process of getting answers. After answering the question, the student asked: How did you come up with it? (or ask: what is your basis? ) We should not only pay attention to students' understanding of knowledge and application of skills, but also pay attention to students' interest in knowledge and concentration on learning, which can be evaluated by expressing appreciation or euphemistic criticism. Teachers should not suppress the value tendency revealed by students, even if it is wrong. They should patiently ask students why they think so, and then give guidance. Practice has proved that only diversified teaching evaluation and evaluation methods to promote students' development can help realize the three-dimensional teaching goal.
Implementing three-dimensional teaching objectives in classroom teaching is the main direction of classroom teaching reform of new Chinese curriculum. Whether it can achieve results as soon as possible depends on the depth of teachers' understanding of it and the integration and application of effective teaching strategies and methods.
References:
1 Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) was formulated by the Ministry of Education of People's Republic of China (PRC) (PRC) and published by Beijing Normal University Press in July 2006.
2. Interpretation of Chinese Curriculum Standards for Nine-year Compulsory Education (Experimental Draft) The Department of Basic Education of the Ministry of Education organized the research group of Chinese Curriculum Standards, with Zhao Zongqi, Schleswig and Lu Zhiping as the chief editors.
3. "talk? Chinese literacy? Liu Language Construction, No.4, 2003
4. The value pursuit of the new curriculum and the reform of Chinese teaching, Ni, East China Normal University,
5. Beijing Normal University's "Teaching and Learning of New Curriculum" Xiao Chuan?
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