The Deviation And Rectification Of High School In Chinese Reading Teaching Goals

For a long time, high school language teaching has formed the consensus inpractice: the teaching goal is the starting point and end-result of all teaching activities, whichhas a global influence on teaching and determines the basic issue of Chinese teaching effect.Therefore, whether the high school Chinese reading teaching goal design is reasonable or not,which has a direct relationship with the success and failure."High school language curriculumstandards" in reading teaching goal has taken the three dimensions of the three-dimensionaldesign: reading knowledge and ability, process and methods, emotional attitude and values.Three dimensions construct a complete reading teaching target system. But when we rethinkour high school Chinese reading teaching practice, we find there are all sorts of drawbacks onthe design of the reading classroom teaching goal: something is not clear, which seems toignore missing; Something is not accurate, general fuzzy; Something is not flexible, appearingrigidity; something is not specific, appearing along with hazy. This situation requires us tothink carefully to improve the design of the high school Chinese reading teaching goal.On the basis of explaining the connotation of the high school Chinese reading, the paperanalyses the Chinese reading teaching goal: attaches great importance to the implementationof the subjectivity of the students reading and improve reading "knowledge and ability";payattention to the interactive reading teachers and students; strengthen the reading "process andmethod"; protrude the reading humanistic reveals of high school students; construct the"emotional attitude and values" of reading.From the three aspects of concrete research, wecan clear high school Chinese reading teaching goal and create the model of Chinese readingteaching, which adapts to the quality-oriented education requirements and conforms to theWalcott qualitative Chinese literature.