How does the teacher describe the goal?

Teaching objectives refer to the expected learning results that students hope to achieve. Teaching objectives in instructional design include students' classroom learning objectives, both of which are established for students' learning. However, the teaching goal is the joint efforts of teachers and students, while the learning goal is achieved by students through learning.

When preparing lessons, teachers should set teaching objectives to standardize the teaching process, and at the same time, draw up students' classroom learning objectives, so that students can know fairly well, and continue to learn under the guidance of teachers, and finally realize their learning objectives.

In the teaching process, whether we are concerned about "the goal of teaching" or "the goal of learning", we all describe the same process from two angles, and they are all presuppositions and expectations for achieving the goal. They should be equivalent and have inherent consistency. The "teaching goal" is formulated by the teacher, facing the teacher himself, and mainly guiding the teaching process. "Learning objectives" focus on students' learning, point out the direction for students' learning, and mainly guide students' learning process. For example, the setting of teaching objectives and learning objectives in the first class of Book II of Water, Wood, Soil, Mountain and Quarry in Mongolian compulsory education schools:

Teaching objectives

1. Let the students master the six new words in this lesson and be able to read, write and make words. Understand the three strokes of Chinese characters: vertical hook, horizontal left and vertical folding.

2. Identify four second-class words in nursery rhymes: You, Tou, Li and Lin.

3. Learn to read and recite children's songs in Mandarin.

Learning objectives (ppt presentation)

1. Learn 6 new words, read, write and make words. Understanding three strokes of Chinese characters: cutting

I can understand four second-class words in nursery rhymes: You, Tou, Li and Lin.

3. Learn to read and recite children's songs in Mandarin.

Second, some problems in the narrative of teaching objectives

(A) the distortion of the three-dimensional target

Some teachers think that the three dimensions of "knowledge and skills, process and method, emotional attitude and values" advocated by the new curriculum standard refer to three goals. Therefore, it is a misunderstanding to use such names as "knowledge and skills, process and method, emotional attitude and values" when formulating teaching objectives. A three-dimensional goal refers to three dimensions of a goal, not three goals. In the three-dimensional goal, "knowledge and ability" is the foundation and core of classroom teaching activities, which is realized through the realization of "process and method, emotional attitude and values"; "Process and method" is the operating system of classroom teaching, which is permeated with the realization of knowledge and ability. Without the goal of "process and method", the learning mode of "autonomy, cooperation and inquiry" advocated by curriculum standards will be difficult to achieve. Therefore, these three dimensions permeate and blend with each other in teaching activities. For example, using the word "pencil" to make sentences is knowledge and skills; Making sentences with the word "pencil" is a process and method; Sentences that use the word "pencil" to create positive energy are emotional attitudes and values.

If the three-dimensional goal is integrated, its expression should be "what kind of emotional attitude, what kind of process, what kind of method, what kind of knowledge and skills have been obtained, and what kind of values have been shaped".

(B) teaching objectives of the main dislocation

Under the background of the new curriculum, teachers' teaching behavior is no longer the main body, but the students' learning behavior, and teachers should play a leading or counseling role in teaching activities. Therefore, when setting teaching objectives, we should consider reflecting students' dominant position in learning activities.

(C) the teaching target space is too large

In order to improve the effect of classroom teaching, when setting teaching objectives, we must be clear, specific and use easily perceived behavioral verbs. Understanding, cognition, feeling and appreciation are verbs that describe the internal psychological process, and they are imperceptible and unobservable by themselves.

Therefore, when setting teaching objectives, we should try our best to imagine how to implement the operation, and try our best to use measurable, evaluable and specific action verbs instead of vague, abstract and unpredictable. For example, one goal reads: experience the author's deep homesickness and cultivate students' feelings of loving the motherland. The core idea of this goal is to express "experience homesickness and cultivate patriotic feelings"

But these two simplified goals are both verb-object phrases, which only describe the behavior and do not quantify the degree of realization. In other words, there are several concepts that are not clear-such as understanding thoughts and feelings, what is feelings? How to understand? To what extent? This is a concept that cannot be clearly described and quantified. How to judge whether this so-called goal has been achieved? Similar examples include overall perception, feeling, experience, etc., from which some detectable behavioral verbs such as saying, reciting, enumerating, repeating, sorting, inducing and summarizing can be used to describe the teaching objectives.