Reading choices and reading standards?

Teaching objectives are the starting point (starting point) and destination of teaching activities, and the core and soul of teaching activities. It determines the determination and arrangement of teaching content, the selection and application of teaching methods, and the quality of teaching effect... It can be seen that teaching objectives have many functions: guiding function, guiding the direction of teaching activities; Evaluation function is the main basis for evaluating teaching activities; The adjustment function affects and restricts all specific classroom teaching links, such as the setting of teaching procedures and the selection of teaching strategies; Incentive function, the realization of teaching objectives can play a certain incentive role for both teachers and students. Therefore, when preparing lessons, we should first establish the teaching objectives, and then the teaching strategies, proposed teaching procedures, and the process of teaching activities to implement the objectives.

1、 Common problems and analysis of reading teaching goal setting

As we all know, too general teaching objectives have been a long-standing problem in Chinese teaching. Many teachers establish teaching objectives, often based on experience or copying reference books. The goals are repeated year after year, or high or low, left or right. Please see the teaching objectives set in the article "how the Yellow River changes" (Lesson 10, Volume 2, grade 4 of the people's Education Society):

Knowledge objectives: 1 Know 8 new words; 2. Master the meaning of "cradle, reproduction, hardship, vegetation, soil erosion" and other words; 3. Guide students to understand the past and present of the Yellow River, and know the reasons for the changes of the Yellow River and its internal relations.

Skill Objective: 1 Guide students to clarify the context of the text, segment the text, and roughly know the main idea of the article; 2. Organize students to collect information about the Yellow River and cultivate the ability to accumulate materials; 3. Continue to cultivate the ability to read the text emotionally.

Emotional goals: 1 Guide students to experience the vividness of the text language and understand the feelings expressed by words and sentences; 2. Cultivate students' awareness of national hardship.

The above teaching objectives determined in this text reflect the relatively common problems currently existing: first, the expression forms are messy, blindly applied, random and lack of norms; Second, the expression content is broad, the essential characteristics of Chinese are insufficient, abstract generalization is more than enough, and it is lack of accuracy. Up to now, the promulgation of the Chinese curriculum standard has clearly formulated the general objectives of Chinese teaching and the objectives of each learning stage. It helps teachers to clarify what students "learn" and test how students "learn", and clarify the problems of "how students learn" and teachers "how to teach". Therefore, we deeply feel that it is time for us to pay attention to, study and solve some problems related to teaching objectives.

Cui Luan once pointed out that "when preparing lessons, we should think about the goal of teaching as a whole, not only to clarify the degree of achievement of the three-dimensional goal, but also to clarify the methods, means and strategies to achieve the goal, and then use concise, methodical and detailed language to describe it." It is obvious that there are at least the following irregularities in the description of the teaching objectives of the above text: first, when determining the three-dimensional objectives, the teacher made three simultaneous efforts, separated the three-dimensional objectives, and regarded the three-dimensional objectives as "three lines of the same thickness", which is wrong. In fact, the three-dimensional goal takes knowledge and ability as the carrier, and the other two dimensions are integrated into it. It is promoted as a whole, penetrated into each other, complemented and developed together. It cannot be artificially divided into three parts. Second, the narrative subject of the goal of the above example is not standardized, and the teacher takes the teacher as the main body when expressing the teaching goal. Third, the description of the above class objectives lacks verbs that express students' explicit behavior, such as "dictation, speaking, enumeration, identification, recognition, repetition, understanding, and experience". Whether students' knowledge and ability meet the standard is not easy to detect, guide, and regulate, and the value of evaluating teaching effectiveness is not great. Fourth, the three-dimensional goals are equally important in the macro, but the goal positioning should have key points. There should be different emphases in different learning stages, different texts and different classes. There is no need for each text and class to have three-dimensional goals such as knowledge and skills, processes and methods, and emotional attitudes and values, and the goals should be simple and not complicated.

2、 How to formulate and state the teaching objectives of Chinese classroom reading

（1） Set teaching goals accurately.

The goal of Chinese teaching refers to the standard to be achieved through Chinese teaching activities. It is related to the guidance of teaching activities, the choice of teaching content, the application of teaching methods and the evaluation of teaching effects. Therefore, the establishment of Chinese classroom teaching objectives must be based on scientific teaching ideas, scientific analysis of students' learning needs, and accurate grasp of teaching materials, so as to be clear, specific, operable and detectable.

1. Implement the course objectives.

The general goal of Chinese curriculum is to "comprehensively improve students' Chinese literacy", which is designed from three dimensions: knowledge and ability, process and method, emotional attitude and values. The three aspects permeate and integrate with each other, and pay attention to the improvement of Chinese literacy. In teaching, we should integrate the three-dimensional goals rather than simply superimpose the three dimensions. We should take "knowledge and ability" as the main line, permeate emotions, attitudes and values, and fully reflect them in the process and methods. The tagging expression that divides the Chinese teaching objectives into "knowledge and ability, process and method, emotional attitude and values" and artificially divides the three-dimensional objectives will cause serious harm to Chinese teaching.

The first requirement of effective teaching goal design is accuracy and clarity. The accuracy of Chinese teaching objectives should be based on the all-round development of students' quality: that is, we should not only pay attention to students' mastery of Chinese knowledge, but also pay attention to the cultivation of students' Chinese application ability and innovative thinking ability; Not only pay attention to the development of students' intellectual factors, but also pay attention to the development of students' non intellectual factors.

2. Refine class objectives.

Reading teaching is realized through teaching text by text, and each text is arranged in a specific unit of a certain section of the textbook. Teachers should gradually implement the curriculum objectives through the teaching objectives of each text. The setting of teaching objectives of Chinese class hours should first be subject to the requirements of Chinese curriculum standards and the target system of teaching materials. Teachers should internalize the meaning of the text into their own knowledge and experience according to the curriculum standards and the reality of students, and formulate clear, specific, operable and easy to detect reading teaching goals. From the general goal to the learning stage goal and then to the class hour goal, the upper level goal restricts the lower level goal, and the lower level goal reflects the upper level goal. In a text, in a class, what knowledge should be generally understood, what knowledge needs to be understood and used, which ability in listening, speaking, reading and writing should be trained, and what degree should be achieved, etc., should be as detailed and clear as possible. Similarly, the goals of cultivating students' thinking quality and cultivating students' moral feelings should also be clearly stipulated. Only clear and definite teaching objectives can have realistic operability and evaluability.

For example, the teaching objectives of the second class of how the Yellow River changes can be designed as follows: (1) read the text emotionally to understand what changes have taken place in the Yellow River; (2) Grasp the word "change" and key words and sentences in the text, understand what causes the change of the Yellow River, get inspired from it, and enhance the awareness of environmental protection; (3) On the basis of understanding the content of the text, collect information about the Yellow River, talk about the idea of harnessing the Yellow River, and stimulate the sense of social responsibility to protect the mother river. These three teaching goals contain three dimensions, and point to accuracy, operability and detectability.

3. Control the generation target.

If the goal is clear, the whole teaching process should be controlled, and the teaching activities should be regulated within the scope defined by the goal. Teachers should get information feedback from students in time, and revise teaching according to the goal. The practice of reading teaching tells us that what may happen in the classroom is not completely predictable by teachers in preparing lessons before class, so the process of classroom teaching is a dynamic development process. Especially in dialogue teaching, teachers should first learn to listen, capture valuable generative topics, generate new teaching goals in a timely and flexible manner, organize students to think about the collision, trigger students to think deeply, improve teaching quality, and help students complete the construction of knowledge.

（2） Standardize the expression of teaching objectives.

Generally speaking, a complete teaching goal consists of four basic elements: behavior subject, behavior verb, behavior condition and performance degree.

1. The subject of the statement should be the learner (student).

Because the direction of teaching objectives is the result achieved by all students through learning, and students are the main body of learning, teaching objectives should be the changes or results of students in learning, not the behavior of teachers. For example, the skill goal of the lesson "how the Yellow River changes" can be stated as follows: 1 Learn to clarify the context of the text, segment the text, and roughly know the main idea of the article; 2. Collect information about the Yellow River and form the habit of accumulating materials; 3. Be able to read the text correctly, fluently and emotionally. As for verbs describing teachers' teaching behavior such as "guidance", "training" and "organization", they should not appear in teaching objectives.

2. The statement should be clear and specific, observable and detectable.

The purpose of stating teaching objectives is to enable teachers to grasp what to teach and how to teach, and students to clarify what to learn and how to learn. If it is an open class, teachers should also be able to evaluate the teaching process according to the teaching objectives. Therefore, the expression of teaching objectives should be clear, specific, observable and detectable. For example, the emotional goal of how the Yellow River changes says, "guide students to experience the vividness of the text language and comprehend the feelings expressed by words and sentences". It is better to say "read the text aloud, read the vividness of the language and the feelings expressed by words and sentences". The words used in the latter are observable and detectable, such as "reading aloud", "reading aloud", etc. The words "experience" and "perception" used in the former are vague and difficult to operate and detect.

3. It must reflect the "three-dimensional" integration and clear hierarchy.

The Chinese teaching objectives of the new curriculum are divided into three categories: cognitive field, emotional field and skill field. Therefore, the design of classroom teaching objectives must also reflect these three dimensions, but these three dimensions blend and permeate each other, and are the unity of instrumentality and humanism. Therefore, we cannot list "what are the goals of knowledge and skills" and "what are the goals of emotional attitude". In addition, instrumentality is multifaceted, and the humanistic connotation is also very rich. Different texts have different characteristics, and students' learning priorities are also different. Generally speaking, the design of a text teaching goal should have a main goal or basic goal. For example, the main goal of the lesson "how the Yellow River changes" is to "grasp the past and present of the Yellow River, read aloud repeatedly and emotionally, understand the content of the text, and know the reasons for the change of the Yellow River and its internal relations."

4. We must be based on the learning situation and reflect the objectives of the learning stage.

For example, the teaching goal of "understanding words in connection with context" in reading teaching is positioned as "understanding the meaning of words and sentences in the text in combination with the context and actual life" in the first learning stage, and the proposed learning goal is "understanding"; In the second paragraph, it is "to be able to contact the context, understand the meaning of words and sentences, and experience the role of key words in the text in expressing feelings. To be able to understand the meaning of new words with the help of dictionaries, dictionaries and life accumulation." Put forward the requirements of "understanding the meaning of words" and "understanding the role of key words and sentences"; To the third learning paragraph, "contact the context and your own accumulation, infer the meaning of relevant words and sentences in the text, and experience its expression effect." Gradually put forward the goal requirements of "inferring the meaning of words" and "experiencing the expression effect", so as to gradually and spirally rise, and finally achieve the overall goal of "having independent reading ability". Therefore, when designing the teaching objectives, we should not only focus on the achievement of the learning objectives, but also consider the basis of the original objectives, give consideration to the integration with the next learning objectives, advocate the combination of "semester lesson preparation", "unit lesson preparation" and "class hour lesson preparation", mark the curriculum objectives with a long-term plan, and know the learning objectives well, so as to help us understand the editor's intention, Clarify the position and role of the teaching content in the textbook, so as to determine the scientific teaching objectives.

Of course, the accurate formulation of teaching goals is not our ultimate goal, and the realization of goals is the final destination of teaching activities. Therefore, we should correctly handle the relationship between teaching objectives and classroom implementation, and between teaching objectives and teaching evaluation. On the one hand, in order to implement the teaching objectives in classroom teaching, we must carefully select and organize the teaching content and design the corresponding teaching strategies around the teaching objectives. On the other hand, we should formulate an evaluation system to truly promote the development of teachers and students from the perspective of teaching objectives.

3、 Promote the achievement of teaching objectives in effective text reading

After clarifying the teaching objectives, teachers need to guide students to carry out effective text reading in order to effectively achieve the objectives. Teachers should guide students to read the text according to the teaching objectives, with special emphasis on what they have read? What comes to mind in reading? What did you hear? What do you see? Read out the situation and connotation in the text, and read out the students' understanding and unique perception of the text.

1. Ask questions effectively.

The difficulty of questions is the primary condition to measure the effectiveness of questions. Practical and thought-provoking teaching questions can help ignite students' thoughts, set off emotional waves, and mobilize their enthusiasm and initiative in learning. The question is specific and has room for thinking, which can urge students to read the text and think about the question. They can't answer it without reading and thinking, but most students can answer it better after reading the full text and thinking as a whole. Such enlightening questions are of great benefit to students in forming the habit of studying the text, improving their ability of analysis and induction, and understanding the expression methods of the article. Let students "jump" on the basis of the original level and "pick the fruit", which is also conducive to cultivating students' sense of achievement in learning. The questions raised by teachers should highlight the key points of the text or teaching, grasp the combination of ideological content and language expression, "pull one hair and touch the whole body", so that the questions hit the key.

For example, in the article "one night's work" (Lesson 13, Volume 2, grade 6 of the people's Education Society), the teacher designed "what does' this mean? What do you understand from 'this'?" This problem, this inconspicuous "that's all" has become the trigger point of students' perception. In the process of thinking about "this is it", the students realized the rich implication behind "this is it", and naturally made integrated thinking on the whole text.

2. Effectively "dialogue".

The Chinese curriculum standard clearly points out that "reading teaching is a process of dialogue between students, teachers and texts." It is the process that each individual uses his own horizon of expectation to collide with the text. Teachers and students enter the text together, which is the basis of effective dialogue teaching. The dialogue between teachers and texts is to study the textbook well, read out the subtleties in the textbook, read out their unique findings, think of the difficult problems that students may encounter, and think of effective ways to help students solve problems. When students talk with the text, on the one hand, teachers should guide students to read the text carefully, and also require students to read their own unique feelings, raise questions of interest, and have their own feelings and opinions, so that they can have the "confidence" to talk with classmates and teachersTeaching objectives are the starting point (starting point) and destination of teaching activities, and the core and soul of teaching activities. It determines the determination and arrangement of teaching content, the selection and application of teaching methods, and the quality of teaching effect... It can be seen that teaching objectives have many functions: guiding function, guiding the direction of teaching activities; Evaluation function is the main basis for evaluating teaching activities; The adjustment function affects and restricts all specific classroom teaching links, such as the setting of teaching procedures and the selection of teaching strategies; Incentive function, the realization of teaching objectives can play a certain incentive role for both teachers and students. Therefore, when preparing lessons, we should first establish the teaching objectives, and then the teaching strategies, proposed teaching procedures, and the process of teaching activities to implement the objectives.

1、 Common problems and analysis of reading teaching goal setting

As we all know, too general teaching objectives have been a long-standing problem in Chinese teaching. Many teachers establish teaching objectives, often based on experience or copying reference books. The goals are repeated year after year, or high or low, left or right. Please see the teaching objectives set in the article "how the Yellow River changes" (Lesson 10, Volume 2, grade 4 of the people's Education Society):

Knowledge objectives: 1 Know 8 new words; 2. Master the meaning of "cradle, reproduction, hardship, vegetation, soil erosion" and other words; 3. Guide students to understand the past and present of the Yellow River, and know the reasons for the changes of the Yellow River and its internal relations.

Skill Objective: 1 Guide students to clarify the context of the text, segment the text, and roughly know the main idea of the article; 2. Organize students to collect information about the Yellow River and cultivate the ability to accumulate materials; 3. Continue to cultivate the ability to read the text emotionally.

Emotional goals: 1 Guide students to experience the vividness of the text language and understand the feelings expressed by words and sentences; 2. Cultivate students' awareness of national hardship.

The above teaching objectives determined in this text reflect the relatively common problems currently existing: first, the expression forms are messy, blindly applied, random and lack of norms; Second, the expression content is broad, the essential characteristics of Chinese are insufficient, abstract generalization is more than enough, and it is lack of accuracy. Up to now, the promulgation of the Chinese curriculum standard has clearly formulated the general objectives of Chinese teaching and the objectives of each learning stage. It helps teachers to clarify what students "learn" and test how students "learn", and clarify the problems of "how students learn" and teachers "how to teach". Therefore, we deeply feel that it is time for us to pay attention to, study and solve some problems related to teaching objectives.

Cui Luan once pointed out that "when preparing lessons, we should think about the goal of teaching as a whole, not only to clarify the degree of achievement of the three-dimensional goal, but also to clarify the methods, means and strategies to achieve the goal, and then use concise, methodical and detailed language to describe it." It is obvious that there are at least the following irregularities in the description of the teaching objectives of the above text: first, when determining the three-dimensional objectives, the teacher made three simultaneous efforts, separated the three-dimensional objectives, and regarded the three-dimensional objectives as "three lines of the same thickness", which is wrong. In fact, the three-dimensional goal takes knowledge and ability as the carrier, and the other two dimensions are integrated into it. It is promoted as a whole, penetrated into each other, complemented and developed together. It cannot be artificially divided into three parts. Second, the narrative subject of the goal of the above example is not standardized, and the teacher takes the teacher as the main body when expressing the teaching goal. Third, the description of the above class objectives lacks verbs that express students' explicit behavior, such as "dictation, speaking, enumeration, identification, recognition, repetition, understanding, and experience". Whether students' knowledge and ability meet the standard is not easy to detect, guide, and regulate, and the value of evaluating teaching effectiveness is not great. Fourth, the three-dimensional goals are equally important in the macro, but the goal positioning should have key points. There should be different emphases in different learning stages, different texts and different classes. There is no need for each text and class to have three-dimensional goals such as knowledge and skills, processes and methods, and emotional attitudes and values, and the goals should be simple and not complicated.

2、 How to formulate and state the teaching objectives of Chinese classroom reading

（1） Set teaching goals accurately.

The goal of Chinese teaching refers to the standard to be achieved through Chinese teaching activities. It is related to the guidance of teaching activities, the choice of teaching content, the application of teaching methods and the evaluation of teaching effects. Therefore, the establishment of Chinese classroom teaching objectives must be based on scientific teaching ideas, scientific analysis of students' learning needs, and accurate grasp of teaching materials, so as to be clear, specific, operable and detectable.

1. Implement the course objectives.

The general goal of Chinese curriculum is to "comprehensively improve students' Chinese literacy", which is designed from three dimensions: knowledge and ability, process and method, emotional attitude and values. The three aspects permeate and integrate with each other, and pay attention to the improvement of Chinese literacy. In teaching, we should integrate the three-dimensional goals rather than simply superimpose the three dimensions. We should take "knowledge and ability" as the main line, permeate emotions, attitudes and values, and fully reflect them in the process and methods. The tagging expression that divides the Chinese teaching objectives into "knowledge and ability, process and method, emotional attitude and values" and artificially divides the three-dimensional objectives will cause serious harm to Chinese teaching.

The first requirement of effective teaching goal design is accuracy and clarity. The accuracy of Chinese teaching objectives should be based on the all-round development of students' quality: that is, we should not only pay attention to students' mastery of Chinese knowledge, but also pay attention to the cultivation of students' Chinese application ability and innovative thinking ability; Not only pay attention to the development of students' intellectual factors, but also pay attention to the development of students' non intellectual factors.

2. Refine class objectives.

Reading teaching is realized through teaching text by text, and each text is arranged in a specific unit of a certain section of the textbook. Teachers should gradually implement the curriculum objectives through the teaching objectives of each text. The setting of teaching objectives of Chinese class hours should first be subject to the requirements of Chinese curriculum standards and the target system of teaching materials. Teachers should internalize the meaning of the text into their own knowledge and experience according to the curriculum standards and the reality of students, and formulate clear, specific, operable and easy to detect reading teaching goals. From the general goal to the learning stage goal and then to the class hour goal, the upper level goal restricts the lower level goal, and the lower level goal reflects the upper level goal. In a text, in a class, what knowledge should be generally understood, what knowledge needs to be understood and used, which ability in listening, speaking, reading and writing should be trained, and what degree should be achieved, etc., should be as detailed and clear as possible. Similarly, the goals of cultivating students' thinking quality and cultivating students' moral feelings should also be clearly stipulated. Only clear and definite teaching objectives can have realistic operability and evaluability.

For example, the teaching objectives of the second class of how the Yellow River changes can be designed as follows: (1) read the text emotionally to understand what changes have taken place in the Yellow River; (2) Grasp the word "change" and key words and sentences in the text, understand what causes the change of the Yellow River, get inspired from it, and enhance the awareness of environmental protection; (3) On the basis of understanding the content of the text, collect information about the Yellow River, talk about the idea of harnessing the Yellow River, and stimulate the sense of social responsibility to protect the mother river. These three teaching goals contain three dimensions, and point to accuracy, operability and detectability.

3. Control the generation target.

If the goal is clear, the whole teaching process should be controlled, and the teaching activities should be regulated within the scope defined by the goal. Teachers should get information feedback from students in time, and revise teaching according to the goal. The practice of reading teaching tells us that what may happen in the classroom is not completely predictable by teachers in preparing lessons before class, so the process of classroom teaching is a dynamic development process. Especially in dialogue teaching, teachers should first learn to listen, capture valuable generative topics, generate new teaching goals in a timely and flexible manner, organize students to think about the collision, trigger students to think deeply, improve teaching quality, and help students complete the construction of knowledge.

（2） Standardize the expression of teaching objectives.

Generally speaking, a complete teaching goal consists of four basic elements: behavior subject, behavior verb, behavior condition and performance degree.

1. The subject of the statement should be the learner (student).

Because the direction of teaching objectives is the result achieved by all students through learning, and students are the main body of learning, teaching objectives should be the changes or results of students in learning, not the behavior of teachers. For example, the skill goal of the lesson "how the Yellow River changes" can be stated as follows: 1 Learn to clarify the context of the text, segment the text, and roughly know the main idea of the article; 2. Collect information about the Yellow River and form the habit of accumulating materials; 3. Be able to read the text correctly, fluently and emotionally. As for verbs describing teachers' teaching behavior such as "guidance", "training" and "organization", they should not appear in teaching objectives.

2. The statement should be clear and specific, observable and detectable.

The purpose of stating teaching objectives is to enable teachers to grasp what to teach and how to teach, and students to clarify what to learn and how to learn. If it is an open class, teachers should also be able to evaluate the teaching process according to the teaching objectives. Therefore, the expression of teaching objectives should be clear, specific, observable and detectable. For example, the emotional goal of how the Yellow River changes says, "guide students to experience the vividness of the text language and comprehend the feelings expressed by words and sentences". It is better to say "read the text aloud, read the vividness of the language and the feelings expressed by words and sentences". The words used in the latter are observable and detectable, such as "reading aloud", "reading aloud", etc. The words "experience" and "perception" used in the former are vague and difficult to operate and detect.

3. It must reflect the "three-dimensional" integration and clear hierarchy.

The Chinese teaching objectives of the new curriculum are divided into three categories: cognitive field, emotional field and skill field. Therefore, the design of classroom teaching objectives must also reflect these three dimensions, but these three dimensions blend and permeate each other, and are the unity of instrumentality and humanism. Therefore, we cannot list "what are the goals of knowledge and skills" and "what are the goals of emotional attitude". In addition, instrumentality is multifaceted, and the humanistic connotation is also very rich. Different texts have different characteristics, and students' learning priorities are also different. Generally speaking, the design of a text teaching goal should have a main goal or basic goal. For example, the main goal of the lesson "how the Yellow River changes" is to "grasp the past and present of the Yellow River, read aloud repeatedly and emotionally, understand the content of the text, and know the reasons for the change of the Yellow River and its internal relations."

4. We must be based on the learning situation and reflect the objectives of the learning stage.

For example, the teaching goal of "understanding words in connection with context" in reading teaching is positioned as "understanding the meaning of words and sentences in the text in combination with the context and actual life" in the first learning stage, and the proposed learning goal is "understanding"; In the second paragraph, it is "to be able to contact the context, understand the meaning of words and sentences, and experience the role of key words in the text in expressing feelings. To be able to understand the meaning of new words with the help of dictionaries, dictionaries and life accumulation." Put forward the requirements of "understanding the meaning of words" and "understanding the role of key words and sentences"; To the third learning paragraph, "contact the context and your own accumulation, infer the meaning of relevant words and sentences in the text, and experience its expression effect." Gradually put forward the goal requirements of "inferring the meaning of words" and "experiencing the expression effect", so as to gradually and spirally rise, and finally achieve the overall goal of "having independent reading ability". Therefore, when designing the teaching objectives, we should not only focus on the achievement of the learning objectives, but also consider the basis of the original objectives, give consideration to the integration with the next learning objectives, advocate the combination of "semester lesson preparation", "unit lesson preparation" and "class hour lesson preparation", mark the curriculum objectives with a long-term plan, and know the learning objectives well, so as to help us understand the editor's intention, Clarify the position and role of the teaching content in the textbook, so as to determine the scientific teaching objectives.

Of course, the accurate formulation of teaching goals is not our ultimate goal, and the realization of goals is the final destination of teaching activities. Therefore, we should correctly handle the relationship between teaching objectives and classroom implementation, and between teaching objectives and teaching evaluation. On the one hand, in order to implement the teaching objectives in classroom teaching, we must carefully select and organize the teaching content and design the corresponding teaching strategies around the teaching objectives. On the other hand, we should formulate an evaluation system to truly promote the development of teachers and students from the perspective of teaching objectives.

3、 Promote the achievement of teaching objectives in effective text reading

After clarifying the teaching objectives, teachers need to guide students to carry out effective text reading in order to effectively achieve the objectives. Teachers should guide students to read the text according to the teaching objectives, with special emphasis on what they have read? What comes to mind in reading? What did you hear? What do you see? Read out the situation and connotation in the text, and read out the students' understanding and unique perception of the text.

1. Ask questions effectively.

The difficulty of questions is the primary condition to measure the effectiveness of questions. Practical and thought-provoking teaching questions can help ignite students' thoughts, set off emotional waves, and mobilize their enthusiasm and initiative in learning. The question is specific and has room for thinking, which can urge students to read the text and think about the question. They can't answer it without reading and thinking, but most students can answer it better after reading the full text and thinking as a whole. Such enlightening questions are of great benefit to students in forming the habit of studying the text, improving their ability of analysis and induction, and understanding the expression methods of the article. Let students "jump" on the basis of the original level and "pick the fruit", which is also conducive to cultivating students' sense of achievement in learning. The questions raised by teachers should highlight the key points of the text or teaching, grasp the combination of ideological content and language expression, "pull one hair and touch the whole body", so that the questions hit the key.

For example, in the article "one night's work" (Lesson 13, Volume 2, grade 6 of the people's Education Society), the teacher designed "what does' this mean? What do you understand from 'this'?" This problem, this inconspicuous "that's all" has become the trigger point of students' perception. In the process of thinking about "this is it", the students realized the rich implication behind "this is it", and naturally made integrated thinking on the whole text.

2. Effectively "dialogue".

The Chinese curriculum standard clearly points out that "reading teaching is a process of dialogue between students, teachers and texts." It is the process that each individual uses his own horizon of expectation to collide with the text. Teachers and students enter the text together, which is the basis of effective dialogue teaching. The dialogue between teachers and texts is to study the textbook well, read out the subtleties in the textbook, read out their unique findings, think of the difficult problems that students may encounter, and think of effective ways to help students solve problems. When students talk with the text, on the one hand, teachers should guide students to read the text carefully, and also require students to read their own unique feelings, raise questions of interest, and have their own feelings and opinions, so that they can have the "confidence" to talk with classmates and teachers