What is the overall objective of the Chinese Curriculum Standards for Primary Schools?

1. In the process of language learning, cultivate patriotic feelings and socialist moral qualities, gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste.

2. Understand the richness and breadth of Chinese culture and absorb the wisdom of national culture. Care about contemporary cultural life, respect diverse cultures, and absorb the nutrition of excellent human culture.

3. Cultivate the love of the Chinese language, develop self-confidence and good habits in language learning, and master the most basic language learning methods.

4. Develop thinking skills, imagination and creative potential while developing language skills. Gradually develop a scientific attitude of seeking truth from facts, advocating true knowledge, and initially grasp scientific thinking methods.

5. Be able to take the initiative to learn, learn and use language in practice.

6. Learn Chinese Pinyin. Able to speak Mandarin. Recognize about 3,500 commonly used Chinese characters. Able to write Chinese characters correctly and neatly, and have a certain speed.

7. Have the ability to read independently, pay attention to emotional experience, have rich accumulation, and form a good sense of language. Learn to use a variety of reading methods. Be able to initially understand and appreciate literary works, be influenced by noble sentiments and tastes, develop personality, and enrich their spiritual world.

Able to read simple and easy Chinese with the help of reference books. The total amount of extracurricular reading in nine years should be more than 4 million words.

8. Be able to express one's meaning concretely, clearly, and in a straightforward manner. Able to use common expressions to write according to the needs of daily life.

9. Have the basic ability of daily oral communication, learn to listen, express and communicate in various communication activities, initially learn to carry out interpersonal communication and social exchanges in a civilized manner, and develop the spirit of cooperation.

10. Learn to use commonly used language reference books. Initial ability to collect and process information.

Just look at the new syllabus.

The objectives of each stage of the language are set forth in the following four aspects:

1. In the process of Chinese learning, cultivate patriotic feelings, socialist ideology and morality and healthy aesthetic taste, develop personality, cultivate the spirit of cooperation, and gradually form a positive attitude towards life and correct values.

2. Understand the richness and breadth of Chinese culture and absorb the wisdom of national culture. Care about contemporary cultural life, respect diverse cultures, absorb the nutrition of excellent human culture, and improve cultural taste.

3. Cultivate the love of the ancestral Chinese language, enhance the self-confidence of language learning, develop good language learning habits, and initially master the basic methods of learning Chinese.

Basic features of the language curriculum.

The unity of humanism and instrumentality has a certain aesthetic and practicality.

Chinese is a teaching subject in the basic education curriculum system, and its teaching content is language and culture, and its operation form is also language and culture. Language proficiency is the basis for learning other disciplines and sciences, and it is also an important humanities and social science subject, a tool for people to exchange ideas. It has the unified characteristics of instrumentality and humanism.

Language is a general term for the ability to listen, speak, read, write, and translate the written and written language, as well as linguistic and cultural knowledge. The first is the ability to listen, speak, read, write, and translate the written language, that is, the ability to use written and spoken language.

The objectives in the compulsory education language curriculum standards are divided into overall objectives and sectional objectives. The course objectives are designed from three aspects: knowledge and skills, process and methods, and emotional attitudes and values. It is divided into four sections:

Grades 1-2, 3-4, 5-6, 7-9. The objectives of each period are divided into five areas: literacy and writing, reading, assignments, oral communication, and integrated learning. In fact, it can also be said to be four aspects: listening, speaking, reading and writing.

Knowledge & Skills, Processes & Methods, Emotional Attitudes & Values.

1) Comprehensively improve students' language literacy.

1. Open to all students;

2. Lay the foundation for students' lifelong development;

3. Comprehensive improvement, language literacy (knowledge and skills, processes and methods, emotions, attitudes and values, the integration of three dimensions of goals).

2) Correctly grasp the characteristics of language education.

1. Rich humanistic connotation, edifying and contagious, and students' unique experience;

2. Practicality, taking practical ability as the training goal and language practice as the training path;

3. Mother tongue education, learning resources, practice opportunities, and perceptual grasp ability;

4. The influence of the characteristics of Chinese language and writing on language education, the educational process and methods at the initial stage, the sense of language, and the overall grasp.

3) Actively advocate independent, cooperative, and first-class learning methods.

1. Pay attention to the characteristics of students' physical and mental development, children's learning characteristics, individual differences and learning needs;

2. Stimulate students' interest in learning, curiosity, desire for knowledge and enterprising spirit;

3. Cultivate students' sense of cooperation and team spirit;

4. Encourage imagination, questioning, discovery and innovation.

4) Strive to build an open and dynamic language curriculum.

1. Comprehensive: the connection between disciplines, language and life;

2. Practice: Actively develop and utilize curriculum resources, and combine learning and application inside and outside the classroom;

3. Innovation: absorb new ideas and new concepts, and use new technologies and new methods;

4. Adaptation: to meet the needs of different regions, different schools and different students;

5. Openness: self-regulation, renewal and development.

The understanding of the objectives of the primary school Chinese curriculum is like a jujube

The goal of classroom teaching is the purpose of classroom teaching, the learning results and standards expected to be achieved by teachers and students in teaching, and it is the direction of teachers' teaching behaviors and guides teachers' teaching behaviors. The accurate determination of teaching objectives is conducive to the establishment of important and difficult points in teaching, the reasonable arrangement of teaching procedures, the improvement of teaching quality, and the cultivation of students' core Chinese literacy.

Grasp the gist of the text, comprehend the thoughts and feelings, and accurately determine the teaching objectives according to the content of the text and the characteristics of the teaching materials. For example, in the lesson "Rhyme Song", the text is based on the enlightenment readings "Sound Rhythm Enlightenment" and "Liweng Rhyme", although the content is very short, but the rhyme is harmonious.

The text consists of three sentences:

The first and second sentences are in the form of word pairs, covering natural phenomena "clouds, rain, snow, wind" and animals and plants "flowers, trees, birds, and insects". The third sentence is in the form of a two-word pair, presenting a beautiful scenery of beautiful mountains and rivers and peach and willow green. The whole text is a beautiful picture, according to the content of the text, on the basis of repeated reading, you can determine the teaching objectives from the aspects of literacy, writing, reading aloud, etc.

After-class exercises are the guidance and review of teaching, and when formulating teaching goals, we should pay attention to after-class exercises, which can help us determine the teaching objectives. The after-class exercises of the textbooks are systematically designed from the aspects of literacy and writing, reading and reciting, understanding the content, accumulating words, using words and sentences, and expanding practice, and the forms are diverse.

For example, in "Rhyme Song", three exercises are arranged at the end of the text: one is writing, the second is reading the text, and the third is memorizing the text. When we are preparing for lessons, we can start with these three questions and set teaching objectives.