课堂教学目标设计的迷思与出路

On the Confusion and Strategies of the Design of Classroom Teaching Objectives

新课程改革促使三维课堂教学目标广为人知,但中小学教师在课堂教学目标设计中仍存在诸多问题,包括知识目标浅表化、过程与方法的目标被忽视、方法目标泛化、第三维度目标虚置、目标陈述详略不当等等。有效的课堂教学目标表述应清晰简洁,不同维度的目标采用不同的表述方式。知识与能力维度的目标应准确体现学科性质;方法维度的目标设计应具备可操作性;情感维度的目标应切合实际。为了设计科学的三维目标,教师应掌握并灵活运用有关的教育学理论知识,努力把握学科知识的深层涵义与整体结构,辩证对待考试对课堂教学目标设计的影响。

There are a lot of problems in the design of classroom teaching objectives currently,such as the objectives of knowledge are fixed surface meaning,the objectives of process and method are neglect,the objectives of method are vague,the objectives of the third dimention are empty,and the expression of the objectives is too detailed or too simple,etc.The effective expression of classroom teaching objectives should be clear and concise,and the expression of the different dimension objectives should be used different patterns.The objectives of knowledge and ability should be reflected on the nature of discipline.The design of 'method' should be more operated.The objectives of 'emotion' should be more practical.In order to design ongoing three-dimention objectives,teachers should master and use the relevant knowledge of pedagogy,try to grasp the deep meaning and the whole structure of the subject knowledge,and make a dialectical understanding of the influence of examination upon the design of classroom teaching objectives.