Teaching goal is the soul of Chinese teaching activities, which has the functions of guiding, regulating, encouraging and evaluating the Chinese teaching process. Effective teaching depends to a great extent on Chinese teachers' understanding and grasp of teaching objectives. Chinese teachers can better understand and grasp the teaching objectives and closely focus on the teaching objectives in classroom teaching, which can minimize randomness, blindness and fuzziness and improve the pertinence, pertinence and effectiveness of Chinese teaching. Traditional Chinese teaching aims at guiding students to master knowledge, treating students as "containers" to receive knowledge and instilling knowledge into them. Modern Chinese teaching regards students as the main body of activities, and the goal of Chinese teaching should be a complete human development, which tends to be comprehensive: it not only pays attention to the teaching of necessary basic knowledge and skills, but also pays attention to the cultivation of students' self-development ability; Not only develop students' strong physique, but also cultivate their noble and perfect personality; Not only improve students' comprehensive quality, but also strive to develop students' personality.
For example, when designing the teaching objectives of Biography of Lian Po and Lin Xiangru, the teaching objectives are divided into:
(A) the main points of knowledge teaching
1. Learn the characteristics of this article in material selection, layout and characterization;
2. Master the key words, grammatical phenomena and special sentence patterns in the text.
(2) Key points of ability training
Understand the characteristics of historical biography in selecting materials, arranging and revealing characters' personalities, so as to improve the ability of reading and appreciating historical biographical literature.
(C) moral education penetration point
Learn from Lian Po and Lin Xiangru, and focus on the overall situation to cultivate students' patriotism.
(D) the starting point of aesthetic education
Understand the benefits of the characters described in detail in this article.
In the process of making a complete three-dimensional teaching goal, we should first grasp and make overall arrangements according to the compulsory modules and elective modules of the new high school teaching, formulate the overall goals and unit teaching goals of the school year and semester, and decompose them into each class to form a scientific and reasonable "target group". We should also pay attention to the internal structure and arrangement order of classroom teaching objectives in each class of Chinese module, pay attention to the harmony and integration of knowledge, ability and emotional attitude, and make clear the specific requirements of understanding, application, analysis, synthesis and evaluation of each objective, so as to make it hierarchical, progressive, clear, operable and measurable. Enable students not only to master knowledge and skills, but also to learn methods, increase experience and cultivate emotional attitudes and values.
Grading goals and tasks. Chinese teaching design should be based on students' development, put forward different requirements for students with different learning levels, and put forward corresponding goals for knowledge, emotion, learning methods, thinking training and practical skills. Through the teaching of a Chinese class, different students can develop and improve in different learning fields.
Second, the choice and integration of Chinese teaching content
Mr. Ye Shengtao once said: "Chinese textbooks are nothing more than a case. With this example, students should be able to draw inferences and develop proficient skills in reading and writing ... It is important to consider how to inspire students to apply what they have learned to all aspects of real life. " Therefore, in Chinese teaching under the background of the new curriculum, learning Chinese means going beyond Chinese, and learning textbooks means going beyond the concept of textbooks. Teachers and students must break through the "text" and discover the potential connotation of the text by themselves. In particular, today's new curriculum standard textbooks are incomplete, leaving a lot of room for teachers and students to finish creatively, so as to open students' thinking and improve their Chinese ability. Chinese teachers should not "teach textbooks" mechanically, but "teach with textbooks", and make reasonable and moderate processing and transformation of Chinese textbooks for senior high schools in Jiangsu Education Edition. However, not "teaching textbooks" does not mean not studying Chinese textbooks and not grasping their intentions. In order to have a truly effective Chinese classroom, Chinese teachers need to make a thorough, comprehensive and systematic interpretation of the new Chinese textbook for senior high schools published by Jiangsu Education.
1, define the arrangement system of each content in the new Soviet education version of high school Chinese textbooks. We should be good at putting a certain knowledge point in this unit, this learning period and even the whole knowledge system to investigate. This can further clarify the position and role of this knowledge point in teaching, that is, on what basis this knowledge point is developed and how to prepare for the later knowledge learning. On the quality of teaching materials, Ye Shengtao puts forward the requirement of simplicity and accuracy, and thinks that argument is enough to meet students' "physical and mental development and life experience expansion" and gradually cultivate students' "knowledge and ability to absorb experience from Chinese language and express feelings". This is a correct proposition based on the fundamental goal of Chinese quality education. There is no doubt that only when Chinese textbooks become a model to improve students' Chinese quality can students' Chinese ability truly become a ladder of life development.
2. Experience the teaching ideas contained in the new Chinese textbook for senior high school published by Jiangsu Education Press. The Chinese textbook for senior high school published by the New Soviet Union is the text embodiment and carrier of the concept of curriculum reform. Every Chinese teacher needs to learn, understand and understand the basic spirit and writing intention of the high school Chinese textbooks published by Jiangsu Education Press, grasp the basic clues of teaching activities provided by the high school Chinese textbooks published by Jiangsu Education Press, analyze the learning ideas and methods infiltrated by the textbooks, and experience the teaching ideas contained in the high school Chinese textbooks published by Jiangsu Education Press, so as to realize effective Chinese classroom teaching.
3. Make good use of, live well, and make good use of the new high school Chinese textbooks. The content of high school Chinese textbooks published by the new Soviet Union is not equal to the teaching content. The new Soviet version of high school Chinese textbook is an important curriculum resource for teaching, but it is not the only one. The new Soviet version of Chinese textbooks for senior high schools emphasizes that Chinese teaching should be carried out according to the students' situation, rather than sticking to the new Soviet version of Chinese textbooks for senior high schools The Chinese textbooks for senior high schools in the New Soviet Education Edition should be used scientifically or "redeveloped", and should be used well, flexibly and practically. Ye Shengtao's theory of Chinese teaching materials not only contains Ye Shengtao's unique views on the standards, nature and functions of Chinese teaching materials, but also includes his incisive exposition on the destination of Chinese teaching materials. Cultivating students' extracurricular reading ability and developing students' extracurricular reading habits has always been the basic idea of Ye Shengtao's fate theory of Chinese textbooks. He regards Chinese textbooks as the basis of students' extracurricular learning, and asks teachers to start from textbooks, try their best to popularize and expand them and implement them in the vast reading world outside class. He said: "Intensive reading can only be regarded as an example and a starting point; Now that you are familiar with the examples, with a starting point, you should promote them and read books. Look at the article. " [2] This kind of books and articles mainly refer to extracurricular reading. Therefore, he stressed that "in addition to national cultural and educational books, other books must be read, and the more the better." [3] He said: "Reading is practical only when it becomes a habit, so the encouragement and guidance of extracurricular reading must be carried out with the teaching materials at any time. In other words, extracurricular books should also be regarded as a teaching material. " [4] Encouraging students to read widely through textbooks and cultivating students' reading ability and habits should indeed become the destination pursued by the concept of Chinese textbooks.
4. learn to scrutinize the details. Chinese teachers should thoroughly study the enlightenment of the new Soviet high school Chinese textbook on teaching activities, including every illustration and every hint in the new Soviet high school Chinese textbook. We should be "easy to understand", and the deeper we study the new Soviet version of Chinese textbooks for senior high schools, the more handy Chinese classroom teaching will be. We should take the idea of "using teaching materials" instead of "teaching materials" and creatively handle and use the Chinese teaching materials of senior high school published by Jiangsu Education Press, that is, rationally combine, optimize the whole and pay attention to experience, not for the sake of form. Really master the new Soviet version of high school Chinese textbooks.
5. Mastering the new Soviet version of senior high school Chinese textbooks should go through a process of "understanding-infiltration-transformation". Understanding means earnestly studying the new Soviet version of Chinese textbooks for senior high schools and grasping the key points, difficulties and doubts. A thorough understanding means knowing ourselves and ourselves, mastering the relationship between the Chinese textbooks for senior high schools that should be taught by the new Soviet Education Edition and the Chinese textbooks for senior high schools that have been learned and to be learned by the new Soviet Education Edition, being familiar with the students' mastery of relevant Chinese knowledge, and understanding the group characteristics of the classes taught and the personality characteristics, differences in thinking ability and thinking characteristics of the students taught, so as to be targeted. Transformation, that is, realizing transformation, is to transform textbook knowledge into students' own knowledge through handy and tacit Chinese classroom teaching after understanding and understanding. As early as the late 1970s, Ye Shengtao once said: Teachers teach any class (not limited to Chinese), and "speaking" is to achieve the purpose of not having to "speak". In other words, "teaching" is to achieve the purpose of not "teaching" ... knowledge is inexhaustible, tools are in hand, and you need to use them constantly to practice skilled skills. Chinese textbooks are nothing more than examples, and it is necessary to use this example. Therefore, in order to "talk" about the goal of encouraging students to "oppose the three evils", teachers must stimulate students' initiative and guide them to explore as much as possible. "Chinese textbooks are nothing more than examples", so the texts in textbooks are nothing more than examples. Our task is not to explain these examples in depth, but to make good use of them, go beyond them and get out of them, so as to achieve the purpose of drawing inferences from others.
Thirdly, the language in Chinese classroom teaching is vivid.
Language is the most important tool for Chinese teachers to impart cultural knowledge to students, enlighten students' minds, cultivate students' sentiments and carry out ideological education, while learning motivation is the internal motivation to promote students' learning. Chinese teachers' teaching language emphasizes image, vividness, conciseness, humor and inspiration, which can effectively stimulate learning motivation. With the correct learning motivation, students will have a strong thirst for knowledge, and they will be able to concentrate, explore persistently and overcome many difficulties in learning.
1, a vivid and intuitive language for Chinese teaching. The vividness of Chinese teaching language requires Chinese teachers to be full of interest when expressing, and be good at using some idioms, allusions, metaphors and humorous words to increase the appeal and emotional color of the language. The visualization of Chinese teaching language requires Chinese teachers to be good at describing, comparing and drawing, and give full play to the intuition and visualization of language to arouse students' appearance and make students understand the content of learning easily. Vivid language is the most thought-provoking language and can open the door to students' wisdom. If Chinese teachers can use it properly in classroom teaching, they can make the language full of charm and inspiration. It can enlighten students' thinking and deepen their understanding and consolidation of knowledge; It can arouse students' curiosity, stimulate them to think, observe, express, learn to write and gain knowledge from it.
2. Standardize the accurate and scientific language of Chinese teaching. The teaching and mastering of knowledge must be expressed through language, so the language of Chinese teaching must be standardized and accurate. The Standard of Chinese Teaching Language requires Chinese teachers to pronounce correctly, make sentences conform to grammar and rhetoric, and use Mandarin. Requirements around the center, sentence by sentence, clear level, prominent focus, with strict logical force; It is required to follow the law, strictly demonstrate, be well-founded and not cover everything. The accuracy of Chinese teaching language requires Chinese teachers to use words scientifically and correctly, and not to be vague, confused or ambiguous. Whether the language of Chinese classroom teaching is standardized and accurate is directly related to the quality of Chinese teaching. Only standardized and concise teaching language can produce aesthetic effect and stimulate students to think positively. On the other hand, it is easy to cause confusion or obstacles in students' thinking and hinder the smooth progress of learning. Therefore, Chinese teachers must get rid of all kinds of verbose, irrelevant ambiguities, far-fetched digressions, unrealistic empty words and ungrammatical half sentences in classroom teaching.
3. Chinese teaching language of emotion and rhythm. The emotion of Chinese teaching language refers to the passionate true feelings produced by Chinese teachers after deeply understanding the ideological content of Chinese teaching materials. Expressive language in Chinese teaching can arouse students' resonance and play a subtle role in "moistening things and being silent". The rhythm of Chinese teaching language refers to the rapid change of speech speed caused by Chinese teachers' inner feelings, which is organically combined with the strength of language, the density of sentences and the rigidity and softness of tone and intonation. The emotion of Chinese teaching language cannot be generated at will, and it is by no means artificial. Only based on the content of Chinese textbooks can we achieve the effect of moving people with emotion. Similarly, the rhythm of Chinese teaching language should be skillfully controlled and adjusted according to the content of Chinese teaching materials and students' emotions in class, not for the sake of rhythm. Appropriate speed, strict and relaxed rhythm are to attract students better, arouse their enthusiasm and achieve enlightening teaching purposes.
4, implicit humor, thought-provoking language of Chinese teaching. The implication of Chinese teaching language refers to the unspoken implication. The Chinese teacher only leads the way of thinking without drawing a conclusion, and the contrast hints without telling the original intention, so that students can think and understand. Humor in Chinese teaching language refers to the timely insertion of some interesting short stories, humorous metaphors and thought-provoking allusions. On the premise of ensuring the seriousness and scientific standardization of the classroom, the teaching is enlightening. Implicit and humorous Chinese teaching language is thought-provoking, which can inspire students to use their knowledge, experience and imagination to enrich and supplement Chinese teaching content. It is like a pleasant spring breeze, which stimulates students' thoughts and makes them study tirelessly.
The words are laid flat on the paper, which is neither bright nor dynamic. However, after a little reading by the teacher, the students can see the true colors of life: flowers are blooming, people are alive, the sea is rough and the wind is full of fragrance. Good explanation, rigorous and interesting, solemn and humorous, makes people feel like sitting in the spring breeze, like drinking nectar, and makes people feel the beauty of language. The Chinese teacher's explanation doesn't need to be eloquent and endless, but it must be complete and profound; It doesn't have to be full of words and phrases, but it must be concise and accurate, stand up to scrutiny, and truly be "realistic and not grandstanding."
Fourthly, the optimization and diversification of Chinese teaching methods
Chinese teaching method refers to all means, skills and methods to achieve the goal of Chinese teaching. Effective Chinese teaching methods are a powerful guarantee to improve the efficiency of Chinese classroom teaching. The optimal selection of Chinese teaching methods requires Chinese teachers to flexibly use various teaching methods according to the teaching objectives, contents, students' cognitive and ability development level, combined with Chinese teachers' own specialties and styles, so as to realize the optimal combination of various methods, ensure the scientificity, flexibility and creativity of classroom teaching, and inject new vitality into Chinese classroom teaching.
1, the general principle of choosing Chinese teaching methods. Different Chinese teaching objectives and tasks require different teaching methods. Therefore, when choosing teaching methods, Chinese teachers should first grasp the purpose and task of Chinese teaching, and choose and use teaching methods that can meet the purpose and task of Chinese teaching. For example, when imparting new cultural knowledge, we should give full play to the effectiveness of teaching, conversation and discussion. Secondly, the choice of Chinese teaching methods should also grasp the different nature and characteristics of different Chinese teaching contents, and grasp the key and difficult points of each class. For example, argumentation mostly adopts the teaching method, while the knowledge content that focuses on process inquiry adopts the method of combining multimedia demonstration with explanation.
2. Choose the best effect principle of Chinese teaching method. The best effect means that the teaching method chosen by Chinese teachers must achieve the best effect in one class and achieve the unity of method and effect. Although some teaching methods are good, some Chinese teachers may not achieve the best results. This requires Chinese teachers to give full play to their own advantages, grasp their own ability to control various teaching methods, and choose those Chinese teaching methods that can achieve the best results. For example, a good speaker can choose teaching method as the main teaching method, while a good calligrapher and painter can use the outlines and charts on the blackboard to stimulate students' interest and inspire their thinking.
3. The principle of choosing the optimal combination of Chinese teaching methods. All kinds of Chinese teaching methods are produced in certain teaching practice and serve certain Chinese teaching purposes and teaching contents, so they all have their own characteristics and limitations. For example, the teaching method in Chinese teaching can transmit information in a short time and promote the development of students' abstract thinking, but the one-sided use of this method will hinder the development of students' intuitive memory ability and not fully form their skills. Each method has its advantages and disadvantages. Therefore, Chinese teachers can't simplify Chinese teaching methods. They must, under the guidance of correct teaching ideas, proceed from the needs of high school Chinese textbooks published by Xinsu Education Publishing House, adopt various teaching methods, optimize their combination according to their own actual situation, flexibly design the Chinese teaching process, and give full play to their creativity, so as to achieve high-quality and efficient classroom teaching results.
Fifth, there are problems in the design of Chinese teaching content.
The problem-based design of Chinese teaching content is to transform the text content and picture content in Chinese course into an organic "link" between content and problems, and guide students to arouse their problem consciousness and solve problems with their own efforts through thinking, exploration and cooperation. In order to inspire students' thinking in teaching, Chinese teachers should first be good at asking questions with clear goals, novel and interesting, moderate difficulty and thought-provoking, mobilize the dominant excitement center of students' cerebral cortex, then teach students the direction and clues of thinking, guide students to think deeply about problems layer by layer, master the methods of analyzing and dealing with problems, thus cultivating good thinking quality and effectively improving the effect of Chinese classroom teaching.