摘要
课改虽有八年,但三维目标普遍不能落实,语文教学中三个维度的目标或顾此失彼,或彼此纠缠,或名不副实。究其原因主要有三:第一,根据三维结构,"三维目标"之"维"不能成"维"。"知识""能力"是"前后件"相承的一个整体,不能分割为一个维度的两端;"过程""方法"彼此交叉,"情感""态度""价值观"三者内涵不清,外延纠缠,不能形成第二维与第三维。第二,目标过多,干扰核心目标,分散与削弱核心目标的基础地位和主轴地位,广大一线教师无所适从。第三,第三维目标把"情感""态度""价值观"连在一起使用是从外国引进的,本身界定不清,一线教师难以梳理三者之间的区别与联系,难以执行"真正使每一个课堂都成为落实三维目标的场所"的教改任务。
Reasons for the failure to attain the three dimensional goals in Chinese teaching are as follows： First, knowledge and competence are inseparable; process and methods are interwoven; emotion, attitude and values are inextricably linked. Second, too many goals interfere with the focus and debase its dominant position, puzzling the＂ majority of school teachers. Third, the third dimensional goal is introduced from abroad with opaque definitions, resulting in school teachers＂ confusion of their differences and connections and difficult implementation of teaching reforms.
出处
《江苏教育研究》
2009年第1期30-34,共5页
Jiangsu Education Research
