课程目标:构成、研制与实现

Curriculum Objective: Formation, Development and Realization

课程目标是构成课程内涵的第一要素。课程目标的构成，具有虚与实并存的特点，从构建符合素质教育要求的新基础教育课程体系的角度来看，完整的课程目标至少应包括宏观、中观和微观三个层次的目标。课程目标的研制和实现，应追求本真，防止失真；要处理好与“三因素”的关系；在课程目标内涵完整性的把握上，要强调平衡，防止失衡，应追求人文素养和科学素养的完美统一，兼顾质量与数量两方面的要求。课程目标的科学制定与完整实现，也是课程评价要面对的首要问题。

Curriculum objective is the first key factor to form curriculum. The formation of curriculum objectives is characterized with coexisting empty and facts. From the point of constructing the new basic education curriculum system according with quality-oriented education, full curriculum objectives should includes at least three levels: macroscopic, hitting the view and microcosmic goals. The development and realization of curriculum objectives are to pursue real one and prevent the distortion, to handle the relation with ' three factors ' well. To assuring the integrity of curriculum objectives, it should emphasize the balance and avoid out-of-balance. We should pursue the perfect unification of humane accomplishment and scientific accomplishment, giving consideration to the demands of quality and quantity. The scientific formulation and intact realization of the curriculum objectives is the primary question to which curriculum assessment will be faced.