Probes Into The Achievement Of Three-Dimension Goals In The High School Reading Class

"Language Curriculum Standard" put forward that language course should design its curriculum objectives from three dimensions, which are" knowledge and ability","process and method" and "emotion, attitude and values". In classroom teaching,3-dimensional objectives can be achieved or not will directly affect the effects of the new curriculum reform. How to achieve these3-dimensional goals in the teaching practice has become a major task in the current teaching and educational theory research. Combined with theoretical research, this paper aims to explore how to achieve3-dimensional goals in the high school language teaching, which can provide the guidance to teaching practice and promote the achievement of3-dimensional goals in the high school reading teaching.This paper is mainly divided into three chapters. Chapter I is author’s interpretation of three-dimensional goals in the high school language teaching. This includes following contents: refinement and review of3-dimensional goals in the high school language teaching; Compared with foreign curriculum standard, what are the shortages of3-dimensional goals of "High School Language Curriculum Standard" in the high school language reading teaching. Chapter II deals with the design of3-dimensional goals in language reading teaching. This involves following contents:discussions on the major problems in the design of three-dimension goals and concrete strategies on the design of improving the present3-dimensional goals. Chapter Ⅲ probes into the achievement of three-dimension goals in reading class. This chapter mainly combines teaching practice to discuss the specific strategies of three-dimension goals in the high school reading teaching.This paper on how to achieve3-dimensional goals aims to improve my own teaching efficiency in my reading teaching class so that more valuable education and the positive influence will be truly given to students in the reading class.