Explain why, from an early childhood teacher's perspective, curriculum goals are consistent and unique.

My view of a good lesson: Evaluating a lesson based on students' learning information There is an endless array of "standards" for what constitutes a good lesson. I do not doubt the value of these standards, but I doubt very much that teachers can "remember" these standards - even if only

"remember"! Therefore, in this article, when discussing "what is a good lesson", I would like to find another way of thinking: to use a simple description to illustrate the essence of a good lesson. The author's so-called "good class view", including three layers of meaning: First, it is

students in the learning class; second, the students towards the goal of learning class; third, most students to achieve the learning goals, a part of the students to create a goal beyond the wonderful.

1. "Students are learning"

This requirement is for students "suspected of learning" and put forward. Students are sitting in the classroom, they are in the classroom, but whether they are really learning is something we need to be extra vigilant about. In 2006

The author organized a classroom observation in which the observers were responsible for observing the whole class and recording each student's learning engagement throughout the lesson. In a class that seems to be moving forward all the time, it is very alarming to see students wandering away from their learning

, often unbeknownst to the teacher. This phenomenon of "being in the camp and not in the mind" is very alarming. Therefore, we take "students are learning" as the first criterion for a good lesson.

2. "Students are learning toward a goal"

There are also many times when students are indeed learning, but they are not learning toward a goal. In a broader sense, student learning can include learning beyond the goal, but it is a self-learning behavior, not a classroom learning behavior. Learning in the classroom cannot take place apart from the goal.

3. "Most students achieve the learning goals, and some students create excitement beyond the goals"

This is a description of the final state of the classroom. The classroom is organized around learning objectives. Therefore. Must be the majority of students to achieve the goal; of course, this is not enough, a good class, but also should be able to promote "some of the students to create

Creating a wonderful beyond the goal". "Reach the goal" and "create goals beyond the wonderful", are very important, the former to solve is the "problem of food". The latter solves the problem of "letting some people get rich first". "A

Part of the people first rich" is must be emphasized, but "the problem of food" is the primary problem of classroom teaching.

From the author's "good class view", we can think about "how to assess the class". We no longer have to focus on the evaluation of the teacher's teaching - we do not doubt the importance of the teacher's teaching, but we are here to discuss the "such as

How to evaluate a lesson", our evaluation of the target is "lesson". Just like when we evaluate a product, we should evaluate it according to the criteria of the product, not throw away the criteria of the product itself to evaluate the

person who created it. Of course, it is important to examine who taught the class, how he taught the class, why he was able to teach the class or why he was unable to teach the class, and so on, but that is not the focus of this article.

If the author's view of a good lesson is established, then we must evaluate the eyes of the lesson from "look at the teacher" to "look at the students" up, because "taught, not equal to learn; learn, not equal to learn! "[1]. Specifically

To say, it is to look at the students' learning information, to see whether the students' learning information can prove that "students are learning", "students learn toward the goal", "most people reach the goal, some people Some create excitement beyond the goal"?

So, how do we generate these learning messages? This brings us to the title of this article: "How to Achieve Good Lessons". How to make a good lesson, how to generate the learning information we want, involves three important concepts that are internally consistent: learning objectives, assessment tasks, and teaching activities.

II. Learning Objectives: The Core Issues in Achieving Good Lessons

What is the objective? It is where we are going. It is ludicrous to rack one's brains thinking about "how we are going to get there" before one is sure where one is going. However, we often do this: before the goal of learning is clear, we start to study "how to teach", we study "how to design a group discussion", "how to design a context", "how to design a situation", "how to teach", "how to teach", "how to teach", "how to teach" and "how to teach". The first thing we do is to find out how to teach, and then we start to study "how to design a group discussion", "how to design a situation", "what good questions to design", and so on. These questions are all important

. But they are only meaningful if they are placed in the framework of the learning goals and thought about consistently with the learning goals. In fact, we need more enlightenment about a central issue such as "learning goals," which is

"a clichéd and sometimes neglected topic."[2] To achieve good lessons, we must examine the question of learning goals. To accomplish good lessons, we must study the goals, and we must study them first. From the national aims of education to the training objectives of each academic level, to the curriculum standards of each course, to the learning objectives of a unit, all belong to the category of "objectives", which are the expected learning outcomes. In this paper, the discussion of "objectives" is limited to "a lesson", and the "period" of this "expectation" is a lesson.

1. The scientific nature of the goal

The scientific nature of the goal, first of all, is to designate the scientific nature of the position, that is, positioned in the "goal of a lesson". We are accustomed to the "patriotic feelings", "reading ability" as the learning objectives, in fact, this is not "a lesson

goals", but a longer learning The second is the science of presentation. Secondly, it refers to the scientific nature of the expression, that is, to clarify the subject of behavior, behavioral verbs, behavioral conditions and the degree of performance. The main body of behavior is the students, the subject of the expression is the students rather than

The teacher, we no longer use "let the students", "cultivate the students", "so that the students" such as We no longer use phrases like "let the student," "develop the student," and "make the student" to head off learning goals; behavioral verbs need to be clear, evaluable, and measurable; they need to be "written," "spoken," and

"specified. "draw", "solve", etc., rather than "comprehend", "sense"; behavioral conditions, which refer to the "conditions that affect the student's ability to produce learning". Behavioral conditions refer to "specific constraints or boundaries that affect the student's ability to produce a learning outcome"; and the level of performance is "the minimum level of performance that the student achieves in relation to the

objective" rather than the maximum requirement. ①

2. The curricular nature of the objectives

The objectives of a lesson are the embodiment of the objectives of a course in the lesson. The objectives of a lesson must reflect the nature of the course. For example, the teacher designed one of the objectives of the lesson "Small Animals in Winter" as "Students learn through

reading aloud to know the different ways of wintering and the reasons for it", taking "reading aloud" as the process, and "knowing the different ways of wintering and the reasons for it" as the objective. The teacher has done the work of a science teacher by taking "reading aloud" as a process and "knowing the different ways animals spend the winter and the reasons for it" as the "expected result of learning". The relationship between the "objectives of a lesson" and the "standards of the course" is similar to that of "father and son", where the son always carries on the father's lineage, and the objectives of a language lesson should be seen as "looking like". The goal of a language lesson is to be seen as "looking like a

language course".

3. Limited goals

The goals that can be achieved in a lesson are extremely limited. We can usually set around three. Objective design can not be full, do not be afraid of others accusing you of omitting this and that, a lesson can not solve all the

problems, limited objectives to achieve effective teaching, limited objectives to create unlimited excitement. We have a lot of classroom is to have such and such a worry, here also "point to", there also "speak over", what seems to be taught

what all learn, the essence is everywhere to stay dragonfly water, such a class can not be a good class. To teach, to teach a thorough; to learn, to learn in place.

4. Specificity of the goal

A lesson of the goal, is specific to the goal, rather than "universal" goal, if the goal of this lesson is also available for another lesson can also be used, then it is likely that it is not "a lesson of the goal! So don't speak "common language" when stating objectives. For example, "read aloud emotionally in character" is a universal expression, not implemented in the lesson

Specific requirements can be materialized as: "through the text of the soft words, the treatment of interrogative phrases, can read out the tone of concern of the swallow, can read out the response of the little frog, the little bee in a reassuring tone. reassuring tone."

5. Relevance of the objectives

The relevance of the objectives requires us to study the students and the teaching materials. The study of students, that is, the study of "the class of students" learning starting point and learning possibilities, can be carried out through the "pre-test" or "sample survey", can not be

Through the The study of the learning situation can be replaced by taking for granted that "they should have already learned", if so, it will certainly be misjudged; the study of teaching materials, we must study how the learning objectives can be realized by means of teaching materials, and must not be caught by the teaching materials. The goal must be appropriate with

students, and not set the higher the higher the level of teachers; the goal must be appropriate with the textbook, with the goal to interpret the textbook, rather than endless overdevelopment of the textbook.

Three, evaluation task: the key technology to achieve good lessons ②

Evaluation task emphasizes the learning task to the learning objectives of the "point". Learning objectives, describing the "expected learning to do how"; evaluation tasks, describing "what students are required to do", "how to do" to ensure that the "do

This is the first time in the history of the world. For example, a teacher designed a math class "three-digit divided by one-digit", one of the learning objectives is: "through observation, comparison, exchange, can say the arithmetic algorithm, to do four say clear: (1) say the order of counting

calculation; (2) say the position of the quotient; (3) say the treatment of the remainder; (4) say the significance of the representation of each digit. " The teacher designed the learning task: "Calculate a practice problem, sampling and naming to say the algorithm arithmetic."

In this task, pointing to the learning objectives, are evaluable, those pointing to the learning objectives, evaluable learning tasks, is the "evaluation task". It is reasonable to say that students' classroom learning should be a goal in itself

for, therefore, the classroom learning task, itself should be embedded in the learning objectives, evaluable, but in fact, we often ignore this feature of the learning task, in order to emphasize, we call the learning task

that is in line with the characteristics of the "evaluation tasks

In order to emphasize this, we call learning tasks that fit into this category "assessment tasks", including traditional homework questions, quizzes, paper-and-pencil tests, and so on, as well as "expressive assessment".

1. The directionality of the evaluation task

The evaluation task is directed to the goal, how to ensure this direction, how to ensure that the goal and the evaluation of the "consistency"? We use two strategies. The first strategy is "reverse design". Traditional classroom design follows this line: "learning objectives - teaching activities - evaluation tasks" (of course, this is already an assumption, and in fact we even skip the learning objectives and go directly to the design of the so-called "learning activities", which are not yet available

. Teaching activities, i.e., we don't even know "where to go" yet, but think directly about "how to go"), the first question to think about is "learning objectives", and the second is "how to achieve the objectives". The first question to think about is "learning objectives", the second question is "how to achieve the objectives", that is, "teaching activities", and the third question is "students learned

? Therefore, such evaluation is the "evaluation of learning", such a classroom is "evaluation, teaching separation", "evaluation, learning separation", "teaching first, then evaluation "The classroom is "separate assessment and teaching", "separate assessment and learning", "teaching before assessment", "learning before assessment". The line of "reverse design" is

this way: "learning objectives - assessment tasks - teaching activities", the first question to think about in this line is The first question to think about in this line is "learning objectives", the second question is "what kind of learning tasks are used to prove/promote/help achieve the objectives", and the third question is "how to implement the assessment tasks to promote students' learning? ". The assessment here is "assessment for learning", "assessment to promote learning", and the classroom here is "assessing while teaching", "assessing while learning

Assessment" is "teaching-learning-assessment consistency". The second strategy is "correspondence thinking", that is, the correspondence between learning objectives and evaluation tasks, this correspondence is not necessarily "one-to-one correspondence", but as long as there is a goal, there must be evaluation

tasks with its counterpart, there is a goal without evaluation, there is no guarantee that the goal has been achieved. The goal is not necessarily "one to one", but as long as there is a goal, there must be evaluation

The task corresponds to it.

2. Clarity of the evaluation task

A clear evaluation task should make three questions clear to the students: What do I have to do? How am I going to do it? What am I going to do? Clarity of these three questions is very important, clear task can play a "guide" function.

How to make the evaluation task clearer, we provide the following suggestions: First, the language is clear. The clarity of the teacher's language is extremely important. What the students are expected to do, how to do it, and how to do it well should be made clear

White, and children's language should be used to ensure that the students can understand. It must be emphasized that it is not only the teacher who is clear, but also the students. Second, the teacher demonstrates. When necessary, the teacher demonstrates. For example, the teacher should model how to read aloud

read "with concern". Third, provide examples. For example, the art class "guess who I am", about how to be considered today's good homework, divided into the head shape, hair characteristics, clothing and hair accessories,

Overall composition of the four aspects of the star rating, but its body how to count one star, two stars, three stars, only by language description is not clear, the teacher to use the samples to illustrate the example, it is very effective. Fourth, give assistance. Teachers like to move the textbook in class

Contents to the PPT, the author is opposed, but it is recommended that the important learning tasks with the PPT way to present, because some of the evaluation tasks, just explaining once is not enough, the PPT presentations can be convenient for students to learn

acquisition. Fifth, provide scaffolding. For example, worksheets, analysis sheets, etc. Sixth, emphasize participation and intervention. For example, the development, interpretation and application of scoring rules, to emphasize student participation and involvement.

3. Evaluation of the task of "spatial sense"

The "spatial sense" here refers to the evaluation of the task can bring more rich learning opportunities for students, conducive to the production of learning information in line with the requirements of a good lesson, rather than evaluation tasks to "kill" the students. The task is not to "kill" the students with the assessment task. Ensuring the "spatiality" of assessment tasks involves two issues, one is that the assessment tasks themselves should be well designed, and the other is that they should be well used, and that the assessment tasks should be carried out in a way that ensures a sense of spatiality. The first question will be discussed here, and the second question will be addressed in the discussion of "teaching and learning activities" in Part IV of this paper. What makes an evaluation task spatial? First of all, it should be simple. The task itself is simple, rather than extremely complex, not to mention fragmented and complicated

many, fragmented and numerous tasks to give people a "sense of cramped". Secondly, enrichment. Tasks may generate "learning information" is rich, rather than a single, closed. Third, interesting. Tasks as far as possible is interesting, can

cause students to learn enthusiasm. A teacher in the second grade book "rectangle square perimeter calculation" in the teaching of the first time with a lot of small tasks to organize the teaching, the teacher is tired, the students are tired of learning, and learning is not good. The second

The second time on this lesson, only a rectangular piece of paper as a carrier, the students first use this paper to explore the perimeter of the rectangle, and then cut out a square to explore the perimeter of the square, and then use the cut out of the rectangle and this cut out of the rectangle of the

Folding shapes of the perimeter of the relevant shapes of the calculation. In this way, "one sheet of paper, one lesson." Exploring the calculation of the perimeter of rectangles and squares is easy to teach, solid, and fun, and the learning experience that students can have is richer

.

Four, teaching activities: the achievement of a good lesson on-site work

"Goal", the answer is "where to" question (destination); "evaluation". The "goal" is to answer the question of "how do I know where I am" (GPS navigation); "teaching" is to answer the question of "how to get there"

(transportation). These three questions need to be thought through in a coherent way. These three issues need to be consistent thinking, in the specific operation, "teaching" is the last convergence: the so-called good class, always have to come out. So, how do we ensure that teaching and learning activities are consistent with the objectives

and evaluation?