The Problems Existing In Teaching Objective Design Of High School Classical Chinese Instruction And Their Strategies

Classical Chinese instruction is an important part of Chinese instruction. It sustains great responsibilities of inheriting classical culture. In the situation of the carrying out the Educational Reform and New Curriculum Reform in depth, high school classical Chinese instruction still stay on the level of "teaching to the test". There is always the situation of high-cost-low-efficiency and slower less poor in classical Chinese instruction. The situation has close relation with the problems in the teachers’teaching objective design. From the teaching objective design point of view, the high school classical Chinese instruction has the following problems:1. There are utilitarianism and partial teaching objectives; 2.There is type confusion; 3.There is absence of capacity training; 4.There is the main body upside down; 5.There is ambiguous and abstract statement; 6.There is not specific statement. So if we want to find a way out of the dilemma, we must carry out a serious deep careful research on the problems. Teaching objective design is the first step of the teaching. It is the fundamental work of improving the quality and increasing the efficiency of teaching. Only by improving the method, eliminating the problems and optimizing procedure of the teaching objective design of classical Chinese teaching can we improve the quality and increasing the efficiency of it.In the process of research, we keep in close contact with actuality. We grab a textbook and dig it deeply in order to give reasonable concise concrete feasible advice. We mainly select the compositions of 《The Appreciation of Chinese Ancient Poetry and Essay》 as the objects of study. We know the situation of the high school classical Chinese teaching by listening to the classes and interviewing teachers. We learn the advanced theory of teaching objective design by reading literature. We explore the way to apply the theory of teaching objective design to the classical Chinese teaching. By discussion and analysis, we find the causing of the problems:Firstly, some teachers don’t realize the significance of the classical Chinese instruction. Secondly, some teachers ignore the fact of the classical Chinese teaching. Thirdly, some teachers don’t understand the meaning, nature and functions of the teaching objective precisely. Fourthly, some teachers don’t use advanced theory to guide them. Fifthly, some teachers don’t design teaching objective according to the students. Sixthly, some teachers don’t pay attention to the individuals. In the process of exploring the problems of the objective design of classical Chinese instruction, we look for the effective methods to solve the problems combined with the cases of the excellent teachers’open classes.On the foundation of summarizing the experience and the theory of classical Chinese instruction and teaching objective design, we propose the strategies:First, regard promoting the developing of the students as the motivation; Second, follow the principles "combining the literature and the language" and "regarding the language as important as the literature" to design and implement the teaching objectives;Third, use the objective combining the inner process with the outward manifestation; Fourth, layering and classifying the teaching objectives.In the process of designing and implementing teaching objective, teachers should use the following methods:First, design the teaching objectives according to the students: We should make good use of the knowledge that students have learned and supplement the knowledge what students are lack of. Second, design the teaching objectives according to the textbook:We should design the teaching objectives according to the teaching unit reminder and text interpretation. Third, state the teaching objectives concretely according to the textbook and students. Fourth, arrange the teaching objectives according to the classification and layering. Fifth, design the teaching objectives combining presupposition with generativity according to the situation and process of teaching.