Generalized curriculum objectives
Broadly speaking, the significance of curriculum objectives lies in the relationship between education and society, which is a relatively large perspective and covers all levels. It is educational intention, including educational policy, educational destination, training destination, teaching destination and teaching destination. Teaching objectives include grade teaching objectives, unit teaching objectives and class teaching objectives.
Narrow curriculum objectives
In a narrow sense, the significance of curriculum objectives lies in the relationship between education and students within education, which is a relatively narrow and specific perspective, and its coverage is concrete, mainly referring to the ridicule of educational objectives. In a narrow sense, curriculum objectives do not include educational policies, but only educational destinations, training destinations, teaching destinations and teaching destinations.
Behavior-oriented goal
The course goal of behavior orientation is the expected learning result of students, which has the functions of guidance, control, encouragement and evaluation.
The behavior goal is specific and clear, easy to operate and evaluate, and more suitable for learning the course content with training knowledge and skills as the main content. The curriculum goal theory of behavioral goal orientation mainly includes Taylor's curriculum goal theory and Bloom's educational goal taxonomy.
Generative curriculum goal
The generative goal is not a goal stipulated by the outside world, but a goal naturally generated with the development of the educational process in the educational situation. It focuses on the process of learning activities, rather than the results like behavioral goals. Consider the differences of students' interests and abilities, and emphasize the adaptability and generation of goals.
Expressive curriculum objectives
Expressive goal refers to each student's personalized creative performance in various encounters in the educational situation. Pay attention to students' innovative spirit and critical thinking, which is suitable for curriculum arrangement based on student activities.
In order to achieve the training goal of curriculum reform, and at the same time, in view of the disadvantages of the current basic education curriculum textbooks, the Outline of Basic Education Curriculum Reform (Trial) has determined six specific goals of this curriculum reform.
1. Change the course function
2. Adjust the curriculum structure
3. Choose teaching content
4. Improve teaching methods
5. Reform the examination and evaluation system
6 Reconstruction of curriculum management system
Teaching objectives refer to the direction and expected results of teaching activities, and are the starting point and final destination of all teaching activities. It is not only related to educational goals and training goals, but also different from them.
Teaching subjects (disciplines) are the basic categories of teaching content.
Curriculum refers to the integration of various teaching subjects and extracurricular activities.
The so-called curriculum goal is actually the content that every teacher who participates in basic education should pay serious attention to in the teaching process in the curriculum standards of various disciplines of the Ministry of Education.
For example, in the Information Technology Curriculum Standard for Ordinary Senior High Schools, the description of the curriculum goal is: the overall goal of the information technology curriculum for ordinary senior high schools is to improve students' information literacy. Students' information literacy is manifested in: the ability to obtain, process, manage, express and exchange information; Ability to evaluate the process, methods and results of information and information activities; The ability to express opinions, exchange ideas and cooperate to solve practical problems in study and life; Abide by relevant ethics, laws and regulations, and form values and sense of responsibility suitable for the information society. It can be summarized as the following three aspects. land
The curriculum objectives of ordinary senior high schools 14 subjects mostly refer to the following three aspects:
(1) Knowledge and skills. ② Processes and methods. ③ Emotional attitude and values.
Note: this is by no means the teaching goal in the classroom teaching plan and teaching design!
The goal of classroom teaching is the interactive goal of teaching and learning in the process of classroom teaching.
The classroom teaching objectives advocated by the new curriculum have three dimensions: knowledge and skills objectives, process and method objectives, and emotional attitude and values objectives.
Classroom teaching objectives are a small part of the decomposition and refinement of curriculum objectives. When each small teaching goal is completed and implemented, the big goal that the course needs to pay attention to will be realized.
The goal of classroom teaching can be achieved within 45 minutes. Not as far away and out of reach as the ideal goal.
The teaching objectives that people often say at ordinary times actually refer to the classroom teaching objectives without special instructions. The goal of classroom teaching is often simplified as: teasing the teaching goal.
The main content of classroom teaching objectives is what people often call "double basics". That is to say: basic knowledge, basic skills. Later, I reluctantly added a subjective emotion. These are three aspects in the teaching objectives of teaching plan and teaching design: ① knowledge. 2 skills. 3 emotions.
With the classroom teaching objectives, the compilation of teaching process in teaching plans can be carried out around the teaching objectives.
Teaching objectives can correspond to a certain teaching link in the teaching process, that is, one-to-one relationship.
Teaching objectives can also correspond to some teaching links in the teaching process, that is, the one-to-many relationship.
When all the links in the teaching process have achieved all the teaching objectives, the teaching work of this class is over. Isn't it?
Implicit teaching goal is the classroom teaching goal that can't be written in the teaching plan.
Teaching and educating people is the bounden duty of teachers, and it is also their basic mission and main work. The content of hidden goals is one of the important contents of teaching and educating people.
If the hidden goal is written in the lesson plan, it is not the case, and it is easy to confuse the classroom teaching goal of this subject, so that you don't know which subject it is.
Implicit teaching objectives should not only exist, but more importantly, they can be reflected in the classroom teaching process without affecting the main line of teaching. It is also helpful to highlight the teaching focus, break through the teaching difficulties and successfully achieve the teaching goal of saving classes.
First of all, we should see that there is a difference between curriculum objectives and teaching objectives. This difference is reflected in the following five aspects:
(1) They have different meanings.
The course goal is the predetermined learning result that students are required to achieve through the study of a certain course, which is manifested in the changes in the quality or characteristics of students related to the course. Curriculum objective is a guide to guide the whole process of curriculum setting, arrangement, implementation and evaluation, and it is also the embodiment of the nature and concept of the curriculum itself.
Teaching objectives are teaching objectives and requirements, which refer to teachers' expectations of students' learning results in course teaching. Through a specific teaching process (such as a class), students' learning results can be the formation or acquisition of some knowledge, some skills, some concepts and attitudes. Teaching goal is a guide to guide the teaching process, which usually reflects teachers' educational thoughts.
(2) The guiding objects of the two are different.
Curriculum objectives guide the construction of the whole curriculum, while teaching objectives only guide the teaching process.
(3) The implementers are different.
The main body of curriculum objectives involves education management departments (such as the Ministry of Education, local education departments, bureaus, committees, offices, etc.). ), curriculum guidance institutions (such as teaching and research offices under various education departments, bureaus, committees and offices), teacher training bases (such as counterparts in normal universities), editors of textbooks and teaching reference books, professional teachers and teaching assistants in schools, and all students receiving curriculum education.
The main body of teaching objectives only includes professional teachers, teaching assistants and all students who receive curriculum education.
(4) Their generalizations are different.
The course goal is abstract, while the teaching goal is quite specific and microscopic.
(5) Their flexibility is different.
Generally speaking, the curriculum goal is often the result of repeated discussions and deliberations organized by the national education management department, which has a guiding role. Once the curriculum goal is established, it will not be changed easily; Teaching objectives are often formulated by teachers according to their own understanding of curriculum objectives and their grasp of the actual teaching situation. With the development of teaching activities and the deepening of educational reform, the teaching objectives of a course in a semester, a class or even a teaching activity can be adjusted and updated anytime and anywhere.
On the premise of seeing the difference between curriculum objectives and teaching objectives, we should also fully understand the close relationship between them:
(1) Curriculum is the core of school education, and curriculum objectives guide the daily teaching and management of the curriculum.
For example, the goal of science curriculum in primary schools includes not only the contents of scientific knowledge and skills, but also the contents of emotional attitudes and values related to science, with special emphasis on the basic characteristics, processes and methods of scientific inquiry activities. When determining the teaching objectives of each semester, each class and even each teaching activity, science teachers should pay attention to implementing the curriculum objectives and embody the curriculum purpose.
(2) Teaching is the main way to implement the curriculum, and the teaching goal is to refine the curriculum goal.
All teaching processes must be supported by curriculum content, and it is impossible to exist independently without curriculum. The same is true of science classes in primary schools. The course goal determines the direction of teaching activities, and the teaching goal is the concretization and refinement of the course goal. Teachers and students interact with each other in the process of teaching and learning science, linking curriculum ideas with teaching practice and integrating them into one.
To sum up, the relationship between curriculum objectives and teaching objectives is both different and closely related. Grasping the relationship between them is helpful for teachers to improve their teaching consciousness and initiative.