三维教学目标表述的偏差与矫正

Deviation and Correction of the Three-dimensional Teaching Objectives Statement

三维教学目标的三位一体不是教师的教或学生的学层面的三位一体,而是课程或知识层面的三位一体。据此标准就不难发现,当下三维教学目标的表述既有知识与技能阐述得空泛、模糊之缺陷,也有把"过程与方法"当作教或学的"过程与方法"之错位,还有把"情感态度与价值观"设想得孤立、抽象之虚无。究其原因,既有用教学思维置换课程思维之习惯,也有对知识本身的静态理解之流俗,还有教学目标制定的惯性之使然。因此,矫正三维教学目标表述的偏差,就需要培育课程思维,廓清教学要教给学生什么;确立新的知识观,洞悉知识的"四层面"和"四水平";掌握三维教学目标研制的要义,清晰、正确地表述三维教学目标。

The trinity of the three-dimensional instructional objectives does not refer to the one on the level of teaching or learning, but the curriculum and knowledge. According to the criterion, it is easy to find deviation of the three-dimensional teaching objectives statement such as vagueness and ambiguity of knowledge and skill, misplacement of procedure and method, isolation and abstraction of emotion, attitude and value, as a result of the teaching thought instead of curriculum, the static understanding of knowledge and the old statement of teaching objectives. In order to correct the deviation of the three- dimensional instructional objectives, we need a cultivation of curriculum thought, and a knowledge of what teachers should teach~ a new knowledge outlook, and an insight into the knowledge with four- dimensional and three-level; a mastery of main ideas of working out the three-dimensional instructional objectives and a distinct and correct statement of the three-dimensional teaching objectives.