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知识获取、方法习得、能力培养、情感生成和价值观确立,互相关联地存在于教学过程之中。只有将语文课程三维目标统整在一起实施,才能使情意目标具有切实载体和可行途径。对情意目标进行层级设定,有助于三维目标的统整实施和有效达成。在纵向维度上,情意目标可按照学生情意发展水平和语文教材编排序列分层设定;在横向维度上,情意目标可从认知、交往和审美方面分层设定。语文教学应注重体验活动、动态生成和质性评价,把教材中的潜隐因素转换为生成性教学资源,将与预设答案相悖的认知行为拓展为有价值的探究活动。
Knowledge acquisition, method acquisition, ability development, emotion generation and values establishment exist in the teaching process in association with each other. Only the implementation of the three-dimensional goals of the language curriculum together to make the emotional goals with practical carrier and viable ways. Setting the level of affective goals helps the implementation of the three-dimensional goals and effectively achieve them. In the vertical dimension, affective goals can be set hierarchically according to the students’ level of affective development and the sequence of Chinese textbooks. In the horizontal dimension, the affective goals can be set in different levels of cognition, communication and aesthetic aspects. Chinese teaching should focus on experiential activities, dynamic generation and qualitative evaluation, convert the latent elements in teaching materials into generative teaching resources, and expand the cognitive behaviors contrary to the preset answers into valuable inquiry activities.