"The most suitable is the most effective." Teaching objectives are the core and soul of classroom teaching and play a guiding role in teaching activities. Modern teaching theory and practice have proved that the effectiveness of teaching objectives is an important prerequisite for the effectiveness of classroom teaching. Only by reflecting the characteristics of the subject and clarifying the content of classroom teaching can we ensure the effectiveness of the classroom. The goal of Chinese teaching should be set in the following four aspects:
1. Accuracy: The accuracy of Chinese teaching objectives should be reflected in getting rid of the "knowledge-centered theory" and positioning in the all-round development of students' quality. That is, we should not only pay attention to students' moderate mastery of Chinese knowledge, but also pay attention to cultivating 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. Of course, there are many goals, and it is not necessary to have everything. Specific to a text and a class, you can add or delete it appropriately and focus on it.
2. Clarity: The clear goal of Chinese teaching is not to be too broad. 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. Undoubtedly, only a highly clear teaching goal is feasible and evaluable.
3. Moderate: When setting the teaching objectives, it should be in line with the students' reality, with moderate difficulty, so that students can improve on the original basis. The goal is too high, it is difficult to achieve through teaching, and students feel unattainable; The goal is too low, it is not easy to arouse students' interest in learning, and they feel boring.
4. Stratification: that is, according to the differences of students' cognitive structure, learning level and motivation will, different levels of teaching objectives are formulated. In classroom teaching, the time required for students to acquire the same knowledge varies greatly. In order to develop according to the same goal in the same time and space, it is obvious that some students waste their study time. In practice, if we can classify and stratify the students who need about the same time to acquire some knowledge and cognitive development level according to the theory of "zone of proximal development", and determine the hierarchical and progressive teaching objectives that are in harmony with the actual possibilities of students at all levels, we can greatly improve the teaching efficiency. Therefore, effective Chinese teaching must not be "one size fits all" so that all students can receive the same level of education. ?
For example, when I was designing the teaching objectives of Biography of Lian Po and Lin Xiangru, I divided the teaching objectives 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) Ability training point: Understand the characteristics of historical biography works in terms of material selection, layout, revealing characters, etc., and improve the reading and appreciation ability of historical biography literature works.
(3) Penetration point of moral education: Learn from Lian Po and Lin Xiangru, and cultivate students' patriotism with the overall situation as the focus.
(4) The penetration point of aesthetic education: Learn the benefits of describing the characters in detail in this article.
In the process of making a complete 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.
Second, solidly carry out speech practice activities.
How to make students effectively carry out speech practice activities, the author thinks that we must give full play to the leading role of teachers and the main role of students, and at least grasp the three links of "reading, thinking and practicing". Through the cooperation of "reading, thinking and practicing", students can constantly use and create languages while understanding and accumulating them. In this way, accumulation promotes application and application updates accumulation. Students' language warehouse has been enriched and enriched, and their language ability will be improved!
1, pay attention to reading aloud and feel independently.
Reading aloud is an important means to understand and accumulate language, and the only way to enlighten thinking and cultivate emotions. Chinese class should pay attention to reading aloud, let students read more and read more, and let students understand and experience through their own reading.
Therefore, Chinese teachers should first establish the view that students are the masters of text reading. "Chinese Curriculum Standards" points out: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice." "A thousand readers have a thousand Hamlets." In fact, in Chinese class, we only care about the lesson plans designed by ourselves, and the procedures and links often become the ropes that bind the teachers' hands and feet. In class, before the students read the text carefully, they are eager to lead the students into the analysis by the nose. For students, this kind of learning is mostly eaten, half-baked and swallowed. The teacher's urging, or sometimes symbolic reading, is just a form, and the students' reading is like a dragonfly. It is necessary for students to carry out thinking and emotional activities in active reading, deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure. Unfortunately, without reading, these contents will become castles in the air. Therefore, many people of insight shouted loudly: give students the opportunity to study in class!
2. Enlighten doubts and let go of thoughts.
Teacher Wei Shusheng once said: "The standard of evaluating a class is not only how lively the class is, but also how much the teacher talks;" The standard of a class mainly depends on whether the students are actively thinking, and whether there is an invisible line between the teacher's explanation and the students' thinking. "
The fundamental task of classroom teaching is to develop students, and the fundamental method of development is students' self-construction. Only when all students actively participate and actively think and explore can they gain something; Only when all students actively participate, think and explore can the classroom be successful and efficient. "Learning without thinking is useless". How can students expect to gain without thinking? The new curriculum standard of Chinese advocates the organic combination of experiential learning, research learning and receptive learning. This concept shows that the subject of learning and development is students, and whether it is the acquisition of Chinese knowledge, the formation of Chinese ability or the cultivation of individual quality, it can only be obtained through individual active acquisition and internalization.
Therefore, in classroom teaching, teachers should first mobilize each student's awareness of participation and enthusiasm for learning, respect students' unique experience in the learning process, encourage students to question and guide discovery. When students have problems that can't be solved by themselves, at the same time, teachers should leave enough space for students. Without space, students have no reverie and deep thinking. Without reverie and deep thought, how can there be individuality and innovation? In addition, students should be encouraged to choose cooperative and inquiry learning methods to explore problems that individuals can't solve collectively. By complementing each other's advantages, individuals can have a richer and more comprehensive understanding of problems and develop the depth and breadth of thinking, thus continuously improving the effectiveness of research-based learning. Mr. Zhu Guangqian, a famous aesthete, once had such a unique proposition: "less classes, more reading." The essence of teacher Zhu's sentence is also to emphasize the subjectivity of students' learning.
3. Effective training and solid basic skills.
After the implementation of the new curriculum standard, Chinese attaches importance to students' experience and sentiment, and the "training" in Chinese education in the past was quickly criticized. It seems that Chinese problems were all "trained" in the past. Nowadays, when people talk about the word "training", they are often secretive and almost avoid talking about it. We should see that in the past Chinese teaching, some mechanical boring training made students lose confidence in Chinese learning. However, we can't think that Chinese teaching doesn't need training, which is actually overkill. As we all know, students' study is like swimming. If they don't jump into the water and choke a few mouthfuls, and don't go to actual combat training, they will just point at the shore and let you do whatever you want. I'm afraid in a few years, the students will still be dry ducks. In order to embody the unity of instrumentality and humanism put forward by the new curriculum standard and practice the concept of "three-dimensional goal", Chinese classroom should be trained in listening, speaking, reading and writing in a down-to-earth manner. When we oppose the high-consumption exam-oriented training, we also throw away the training that Chinese studies should have as a basin of dirty water. What a pity! For example, some students' handwriting is crooked, books are read in pieces, the lines are buzzing like mosquitoes, and the composition is even less satisfactory, and the whole article is full of words and sentences ... All these must be trained with a clear-cut flag. Otherwise, the achievement of Chinese literacy will become an empty talk.
Taking "group discussion" as an example, it can be described as a comprehensive training of listening, speaking, reading and writing. To be solid and effective, we must first design a "discussion" program: (1) to show the questions designed by the teacher in advance according to the teaching objectives and difficulties or the questions designed by the students themselves under the guidance of the teacher. (2) Students read the text and calm down and think according to the questions. (3) The group will discuss it in a low voice. First of all, the team members will take turns to explain their views, and the team leader will record them. Then the group leader will organize discussion and revision to write a speech outline representing the group's views. (Each time, the teacher only chooses one group to participate and guide the whole process) (4) The group selects representatives to speak on the stage. (5) Teachers' comments and summaries. This topic should be worth discussing. Although there is no standard answer, it must be conducive to the cultivation of students' thinking quality and ideological quality. Secondly, to "speak" well, we must have sufficient reading and thinking, form personal opinions and listen carefully. Only by understanding other people's views can we constantly revise our own views and listen to their different understandings, and then we can have substantive arguments. Furthermore, it is "writing", which combines the views of the group organically and concisely, and considers the words and expressions expressed together. To put this process in place, it takes at least half a class, not a few minutes to get the effect of cooperative learning.
Third, reflect on teaching in time.
The new curriculum standard attaches great importance to teachers' teaching reflection. A competent teacher must not "recite the subject from the book", but should constantly reflect, learn and keep pace with the times in teaching. If we can consciously think and summarize the problems found in classroom teaching practice seriously and calmly, we can finally apply the research results and theoretical knowledge to the next classroom teaching practice consciously and step by step. Then, the teaching state can be more optimized and students can be more fully developed. On the other hand, if we don't reflect on it in time, many feelings will be fleeting, and similar problems will appear in the future classroom teaching, which will directly affect the effectiveness of classroom teaching. For example, in the teaching of excerpts from the Long March, students read aloud in different roles until the guards shouted "No! ..... don't! ..... "When Peng was stopped from killing the horse, other students burst into laughter, because the student who played it was blunt in tone sandhi, which had a negative impact on the class. Thinking after class, if the collected materials are supplemented in class and students are guided to experience the difficulties and obstacles of the Red Army crossing the grass, students will feel more deeply the tragic atmosphere of Peng's painful shooting to save the lives of soldiers. This will not happen when reading aloud.
In short, the pursuit of the effectiveness of Chinese teaching is a long-term, difficult and tortuous process. It is not only a place for students to acquire knowledge and skills, but also a space for students to accumulate culture and experience life. How to be the guardian and leader of this sacred space and the chief of this life class? I think Chinese teachers in senior high schools must make good preparations for teaching before each class, and prepare for each class in a down-to-earth manner to make lesson preparation effective. Classroom should be flowing water, students should swim happily, and classroom should be an important position for students to succeed. In particular, the effectiveness of Chinese classroom teaching in senior high schools depends on whether to pay attention to the physical and mental characteristics of students' further sublimation of knowledge, whether to internalize the new curriculum concept into the actual behavior in the classroom, and whether to take the comprehensive, harmonious and sustainable development of students' quality as the only evaluation standard. Improving the effectiveness of Chinese classroom teaching in senior high school is the requirement of the times, and it is also the characteristic of Chinese classroom teaching's own development. I hope our "Chinese classroom teaching" will become a real and effective Chinese classroom teaching. However, we should pay attention to the fact that Chinese classroom teaching cannot be achieved overnight. We should not only work hard for it, but also keep a clear and wise mind at all times.