1. Target classification in the cognitive field
The goal of cognitive domain refers to the result of cognition, including six levels: cognition, understanding, application, analysis, synthesis and evaluation. (It is worth noting that this level is from low to high. )
(1) Knowledge refers to the actual information obtained by students, that is, the exact facts, terms and methods, processes, concepts and principles that must be known. This is the lowest level of cognitive learning, and the psychological process needed is memory. For example, recall Du Fu's poem "After Three Months of Fire".
(2) Understanding refers to grasping the meaning of the learned materials, which represents the lowest level of understanding. The understanding of knowledge materials can be expressed in three forms: transformation, interpretation and reasoning. If you use your own words to express "after three months of war".
(3) Application refers to the application of learned materials in new situations, including the application of concepts, rules, methods, laws and theories. Application represents a higher level of understanding. For example, after learning addition and subtraction, students can shop freely in the simulation store.
(4) Analysis refers to breaking down the whole material into its components and understanding its organizational structure, including the analysis of various elements (such as a paper.
It consists of several parts), relationship analysis (such as causality analysis) and organizational principle analysis (such as grammatical structure analysis). Analysis represents a higher level of intelligence than application, because it needs to understand the content and structure of materials. For example, distinguish between facts and opinions in news reports.
(5) Synthesis refers to the integration of fragmentary knowledge into a knowledge system. It includes three levels: ① language expression schedule.
The present synthesis; (2) comprehensive performance when dealing with things; ③ Synthesis in the derivation of abstract relations. Comprehensive goals emphasize creativity and need to produce new models or structures. Such as writing or speaking; Given some factual materials, write a report.
(6) Evaluation refers to the ability to judge the value of materials (argument statements, novels, poems, research reports, etc.). ), including
Including the evaluation according to internal standards (such as the logic of internal organization of materials) or external standards (such as the applicability of materials to goals), representing the highest level of cognitive learning results. For example, evaluate two reports about an event, which is more true.
2. Classification of emotional goals
According to the degree of value internalization, the teaching objectives in the emotional field are divided into five levels: acceptance, response, evaluation, organization and personalization.
(1) Acceptance means that students are willing to pay attention to special phenomena or stimuli (such as classroom activities, textbooks, cultural and sports activities, etc.). ), including three levels: perception of the existence of related stimuli; Willing to take the initiative; Selective attention. This is a low-level value internalization.
(2) Response, students actively participate in learning activities and get satisfaction from them. Students at this level not only pay attention to a certain phenomenon,
Also respond to it in some way (such as actively reading materials outside the prescribed scope) and satisfy the response (such as reading in a happy mood). This goal is similar to what teachers usually call "interest", emphasizing the choice and satisfaction of special activities.
(3) Evaluation means that students associate special objects, phenomena or behaviors with certain value standards and have beliefs and attitudes towards what they have learned.
Means positive affirmation. It includes three levels: accepting a certain value standard (such as being willing to improve communication skills with groups); Preference for a certain value standard (such as liking what you have learned); Contribute to a certain value standard, such as taking on the obligation to play an effective role in the collective. The result of this level of learning is to turn the value learned into a stable pursuit, which is equivalent to what is usually called "attitude" and "appreciation".
(4) Organization refers to combining many different value standards, eliminating contradictions and conflicts between them, and starting to establish internal.
Consistent value system. It includes two levels: conceptualization of value, that is, abstracting the value of what you have learned in meaning and forming a personal consensus on similar content; Form a value system, that is, integrate and systematize the values to be learned. The teaching objectives related to philosophy of life belong to this level.
(5) Individualization means that through the first four stages of learning and internalization, the learned knowledge and concepts become their own unified values and are integrated into the personality structure. It includes two levels: ① conceptualization of psychological orientation, that is, showing general psychological orientation to similar situations; (2) Individualization means that psychology and behavior are consistent inside and outside and remain unchanged for a long time. Therefore, this behavior is universal, consistent and predictable. Its learning results include a wide range of activities, but focus on those representative behaviors or behavioral characteristics.
3. Classification of motor skill goals
The teaching goal of sports skills refers to the goals that students should achieve in sports skills after the expected teaching, including perception, imitation, operation, accuracy, coherence and habituation.
(1) perception. Refers to students' perception of actions, objects, attributes or relationships through the senses, as well as their ability to pre-tune psychology, body and emotions (such as showing external sensory actions).
(2) imitation. It refers to the ability of students to make actions or reproduce demonstration actions according to prompts, but students' imitation behavior is often out of control (such as impulsiveness and imperfect performance). For example, after watching the video of table tennis racket, this action can be demonstrated with certain accuracy.
(3) operation. Refers to students' ability to act according to prompts, but it is not imitative observation (such as performing or practicing actions according to instructions). In other words, students should be able to operate independently. For example, after a period of practice, you can
10 operation score is expressed to level 7.
(4) accurate. Refers to students' practical ability or ability to complete complex homework in an all-round way. Through practice, students can minimize their own mistakes (such as reproducing certain actions in a controllable, correct and accurate way). For example, being able to hit an acceptable table tennis ball is at least successful.
75%。
(5) consistency. Refers to the students' ability to adjust their behaviors and actions according to the prescribed order and coordination requirements (such as playing accurately and rhythmically).
(6) habituation. Refers to the ability of students to make actions automatically or consciously. Regular, natural and stable movements are habitual movements, and students can subconsciously and efficiently coordinate the operation of each part. For example, in table tennis, you can effectively draw the ball and hit your opponent with an accuracy rate of.
90%。