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一节课有一节课的教学目标，一篇课文有一篇课文的学习目标，这本来是无需讨论的问题。但新的课程改革以后，却出现了许多新的说法：有人说新课程提倡开放性的教学，不应该有什么具体的目标；有人说课堂教学应该追求教学过程中的及时生成，不应该强调教学目标，而应该提倡非预设性教学；有人把新课程的“知识和能力、过程和方法、情感态度和价值观”三维目标和每节课的教学内容一一对应；还有人认为没有目标的教学杂乱无序，还是“目标教学”最好；也有老师觉得，最有效果、最容易把握的还是“一课一得”。面对如此眼花缭乱的观点和说法，到底怎样认识语文教学的目标问题呢？
A lesson has a lesson’s teaching goal, a lesson has a lesson’s learning goals, which would not have been discussed. However, after the reform of the new curriculum, many new ideas have emerged. Some people say that the new curriculum should promote open teaching and should not have any specific goals. Some people say that classroom teaching should be pursued in a timely manner in teaching and should not be emphasized in teaching Goals, and should promote non-prescriptive teaching; some people correspond to the three-dimensional goals of “new knowledge and ability, process and method, emotional attitude and values” and the teaching content of each lesson; others think that there is no goal The teaching disorder, or “target teaching ” the best; also have the teacher think, the most effective, the most easy to grasp is In the face of such dazzling views and statements, in the end how to recognize the goal of language teaching?