Research On The Relationship Between Text Interpretation And Chinese Reading Teaching Objectives In Senior High School

Text interpretation is one of the hottest topics in middle school Chinese teaching in recent years,and has produced many excellent results.However,the results of text interpretation are only the premise of improving the effect of Chinese teaching.If we want to make these results play a real role,the key is whether teachers can transform them into excellent teaching designs.At present,the research on the transformation from text interpretation to teaching design is relatively weak.This paper chooses the core element of teaching design-teaching objectivesas a starting point to start thinking.It is divided into four parts.The introduction briefly introduces the origin of the topic,research contents,research significance and research ideas.The first chapter "the relationship between text interpretation and teaching goal design" is the starting point of the whole research.In this paper,the dialectical relationship between the two is not elaborated in a vague way,but combined with specific teaching cases,from the perspective of teaching objectives "effectiveness","diversity" and "accessibility",the text interpretation is the foundation of forming teaching objectives;From the perspectives of "teachers' questioning and innovation","students' generative challenge","exploring text interpretation into the reading teaching boundary",this paper demonstrates the reverse effect of teaching objective design on text interpretation.This paper does not explain the dialectical relationship between them in an empty way,but attempts to make in-depth thinking from multiple perspectives,and to elaborate with specific teaching cases.On this basis,this paper puts forward the general principles of the transformation process from text interpretation results to teaching objectives: selection and focus,taking the design process of "Fengxue mountain temple of Lin Jiaotou" as an example to explain.The second chapter focuses on the specific process from text interpretation to teaching objectives,in which "teachers' practical knowledge" plays an important role.On the basis of clarifying the meaning and function of teachers' practical knowledge,the first section discusses the composition of Chinese teachers' practical knowledge in reading teaching.On this basis,the second section combines specific cases to explain that when teachers' general knowledge,subject knowledge and conditional knowledge stay at a lower level and have not reached the degree of "practice",the teaching objectives designed by teachers will be greatly deviated.It is further proved that the substantial "practical knowledge of teachers" is the core element of the transformation from text interpretation to teaching goal design.In the third section,with the help of Chen Xiangming's team's analysis framework of "the elements of teachers' practical knowledge",the author specifically analyzes how teachers' practical knowledge is formed in reading teaching,and takes the design process of "Li Guang Shehu" teaching segment as an example to explain how teachers can translate the text interpretation results into teaching objectives with the help of practical knowledge.The third chapter is the specific application of the above thinking in the context of "learning task group".The first section analyzes the differences between "task group learning" and "single article learning" in the setting of teaching objectives;the second section analyzes the challenges for Chinese teachers.On this basis,the third section,combined with specific cases,it describes how teachers can translate the results of text interpretation into teaching objectives in the "learning task group".