Every semester, teachers should make plans, and with the teaching plan, they can teach in an orderly way.
B. What is the relationship among educational objectives, training objectives, curriculum objectives and teaching objectives?
1. The overall goal of English course in basic education stage is to cultivate students' comprehensive language use ability. The formation of comprehensive language use ability is based on the all-round development of students' language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. The goal of English classroom teaching can not only determine the main language knowledge points that students want to learn. If teachers don't know what students need to learn, how to learn and why, they can't determine the clarity of teaching objectives.
In fact, the teaching goal covers two goals: "teaching" and "learning", which is the standard or quality specification to be achieved in teaching activities. The content and function of teaching objectives can be expressed as follows: teaching objectives determine the learning content, guide teachers to carry out teaching activities, and stipulate the levels of learning, guidance, teaching and testing. The design of teaching objectives is the central content of teaching design, and it is a teacher's prediction of students' learning results based on certain teaching ideas and learning theories on the basis of analyzing students' needs, knowledge preparation, teaching content, difficulty or complexity of learning tasks and teaching conditions for completing tasks. This expected learning result is often based on observable and measurable behaviors that happen to students. Once the teaching goal is determined, it becomes an important basis for teachers to choose teaching strategies, develop teaching media, arrange and organize teaching activities and implement teaching evaluation. Therefore, the teaching goal is the starting point, criterion and destination of classroom teaching, and whether the goal setting is appropriate or not directly affects the design of teaching links and the actual effect of classroom teaching.
Second, in the actual teaching work, we must face two practical problems: one is who will determine the teaching objectives, and the other is who will determine the teaching objectives. This involves basic theoretical issues such as the status and role of teachers and students. In the actual teaching process, the leading role of teachers is generally good, while the main role of students is often not enough. We know that students actively choose, process and obtain meaning from external information according to their own knowledge and experience, which is irreplaceable by others. No matter how scientific the teaching objectives set by teachers are, how wonderful the teaching contents are, and how novel the teaching forms are, it is difficult to achieve the teaching objectives and carry out teaching activities smoothly without the active participation of students. Therefore, the design of teaching objectives should not only consider the characteristics of teaching content, teaching conditions, teaching environment and teachers themselves, but also be based on the reality of students, so as to ensure that students' dominant position can be truly reflected.
Thirdly, the teaching objectives should be composed of two parts: one is the static limited objectives such as basic knowledge and basic concepts contained in the teaching content. Usually stipulated by the curriculum standards, reflected by the teaching tasks, can be preset before class. The second is the generative goal of teacher-student communication and student-student communication in teaching activities. It is dynamic and infinite, and it is difficult to determine before class. Compared with students, the preset goal is artificially imposed, which reflects the basic requirements of society for human growth and development, is the basis of teaching activities, and can be regarded as the "bottom line" of teaching goals. Compared with students, generative goals are inherently spontaneous, which embodies the significance and value of teaching activities and constitutes the "upper limit" of teaching goals. The organic combination of preset goal and generated goal constitutes a complete teaching goal. No matter which aspect is ignored, teaching activities will go to extremes.
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Either it becomes "teacher-centered" or "student-centered", which does not conform to the laws of education and teaching.
C. what is the basis for setting teaching objectives?
The law of students' physical and mental development
Logical order of disciplines
social needs
Educational purpose
D. teaching objectives. How to formulate
The overall goal of Morality and Society is to improve students' quality in an all-round way, and it is designed from three dimensions: knowledge and ability, process and method, emotional attitude and values. The three aspects are mutually infiltrated and integrated, and pay attention to the improvement of students' moral quality. In the teaching of "Morality and Society", we should do a good job in integrating the three-dimensional goals, not simply superposing the three dimensions, but taking "knowledge and ability" as the main line, infiltrating emotions, attitudes and values, and fully embodying them in the process and methods. The teaching objectives of the new course "Morality and Society" are divided into three categories: cognitive field, emotional field and skill field. Therefore, the design of classroom teaching objectives must also reflect these three dimensions, which is the unity of instrumentality and humanity. Therefore, "what is the goal of knowledge and skills" and "what is the goal of emotional attitude" cannot be listed separately. In addition, there are various tools and rich humanistic connotations. Different themes make students focus on different subjects. Generally speaking, the design of the teaching goal of the project should have a main goal or a basic goal. The setting of class teaching objectives must first obey the requirements of curriculum standards and teaching material target system. Teachers should internalize the meaning of the text into their own knowledge and experience according to the curriculum standards and students' reality, and formulate clear, specific, operable and easily perceived thematic teaching objectives. From general goal to class goal and then to class goal.
Grasping the direction of teaching reform and accurately grasping the teaching scale of thinking course should pay attention to the following problems in teaching:
First of all, we should make clear the objectives and concepts of the quality thinking course. The goal of Sipin course is "to help students become responsible citizens and lead an active and healthy life". Teachers of Sipin should attach great importance to this goal. Curriculum standards require that "the task of this course is to guide students to understand the meaning of life, gradually form a correct world outlook, outlook on life, values and basic concepts of good and evil, right and wrong, and learn to be responsible citizens and lead an active and healthy life." Teachers who think about quality should carry out good teaching activities around this goal. How to understand being a responsible citizen? It mainly includes four interrelated aspects: First, being responsible for yourself. The contents in the textbook, such as cherishing one's life and health, accepting youth, self-esteem, sharpening one's will and studying hard, all belong to the category of being responsible for oneself. Second, it is responsible for others. Filial piety, respect for teachers, caring for others, helping others, loving the collective, honesty and trustworthiness. All belong to the category of being responsible to others. In particular, it should be pointed out that when citizens exercise their rights, they must not harm the legitimate rights and interests enjoyed by others, and fulfill their legal and moral obligations, which is an important manifestation of being responsible to others. In this regard, the textbook has made a more detailed introduction from the legal point of view. Third, be responsible to the country and society. The contents in the textbook, such as loving the motherland, undertaking the historical task of rejuvenating China, cultivating pro-social behavior and maintaining social fairness and justice, all belong to the category of being responsible to the country. Fourth, it is the responsibility to nature. Being close to nature, cherishing resources, protecting the environment and realizing sustainable development in the teaching materials all belong to the category of being responsible for nature. The above four aspects are an organic whole and several important dimensions of classroom teaching. That is to cultivate students' value orientation. As a value concept, it emphasizes and embodies the organic unity of social value orientation and personal value orientation. It emphasizes both personal value and the unity of personal value and social value. It emphasizes both scientific value and the unity of scientific value and humanistic value, and emphasizes the unity of humanistic value and humanistic value and natural value. In other words, no matter which course teachers guide students to explore, they should carry out teaching activities from the height of the above goals and concepts, and pay attention to the organic integration and value guidance of four aspects. Educate and guide students with correct values from multiple dimensions.
Second, correctly understand and treat teaching materials. The current textbook of thinking course belongs to the text resources in curriculum resources, and teachers must make it clear that the textbook is not a textbook, but a textbook to guide students' autonomous learning. It is not only a text course, but also an experience course. Its relationship with teachers and students is equal dialogue. Based on the above understanding, the correct attitude towards teaching materials should be: first, rely on teaching materials instead of sticking to them; Second, we must activate the teaching materials; Third, enrich the teaching materials with the most vivid information; Fourthly, according to students' situation and teachers' knowledge, new knowledge is formed in the interaction between teachers and students, and the teaching materials are constantly improved, enriched and constructed.
Because the textbook is written according to the requirements of curriculum standards, teaching must be carried out according to the textbook. Teachers should study the textbook carefully, deeply understand the editor's intention, pay attention to the function of the textbook, and strive to guide students to understand and feel the knowledge and concise truth provided by the textbook. But according to the textbook, it is not a textbook, nor is it limited to the knowledge set in the textbook to carry out teaching activities. Teachers can adjust and integrate the teaching materials, redesign the teaching contents, create new teaching situations and put forward new inquiry questions according to the teaching needs. Through independent, cooperative and inquiry learning, students are guided to understand, feel and think, form new ideas, and constantly surpass and innovate teaching materials. .
Third, use audio-visual resources such as courseware reasonably and appropriately. Audio-visual resources such as courseware are an important part of curriculum resources and have the characteristics of image and intuition. It plays an important role in improving students' interest in learning, creating a lively learning atmosphere and realizing the three-dimensional goal of teaching. However, the number and frequency of courseware use is not as high as possible, and the media is still used for teaching from beginning to end. Excessive and frequent use of courseware will lead teachers to focus on audio-visual courseware and ignore students' thinking, understanding and perception, which will affect teaching quality and teaching effect. In addition, making and demonstrating courseware, including demonstrating and copying courseware made by others, will consume a certain amount of manpower and material resources and pay a certain price. If the courseware displayed is only for stimulation and the teaching effect is not good, it will cause a waste of resources and time. Teaching practice and successful courseware tell us that audio-visual resources such as courseware should meet three requirements. Namely: necessity, innovation and effectiveness. Only in this way can we achieve good teaching results. In the use of audio-visual resources such as courseware, we should adhere to the principle of moderation and prevent generalization.
In a word, improving the effectiveness of teaching is a common concern and pursuit of moral education teachers and social teachers. As long as we deeply understand the curriculum standards of Morality and Society, accurately grasp the teaching materials, make clear the objectives and carefully design the questions, the effectiveness of the teaching of Morality and Society will be improved.
E. Why should we set teaching objectives according to students' reality?
Why should we set teaching objectives according to students' reality?
"All for the development of students" should be the starting point of all our teaching behaviors and activities. Therefore, when we determine the teaching objectives, we must adhere to the concept of student-centered and for the development of students.
Therefore, teachers should adopt three ideas to conceive teaching in teaching design.
First, put yourself in your students' shoes: you should put yourself in the students' shoes to determine the teaching objectives. In view of the teaching content and teaching objectives provided by the textbook, teachers should put themselves in the students' shoes and consider their experiences, needs and cognitive level, that is, their life experiences, what they know, what they don't know, what they need and what their knowledge level is. To teach a language point or word, the teacher can use the students' existing pronunciation experience to design it. The specific teaching goal may be to cultivate students' strategies of learning and memorizing words according to their "sounds" and "shapes"; This will make our teaching objectives and their realization more specific, targeted and practical. That is, how to concretize the teaching objectives set in textbooks or teaching reference books.
Second, let students experience the learning process: let students experience the learning process, that is, let students feel the realization of the teaching goals mentioned by Teacher Cheng. Students can be very clear about what to do and how to do it in the process of learning; Can personally experience the whole process of doing or learning, rather than simply accepting or following the teacher; Can have a sense of accomplishment to achieve the goal.
Third, focus on students' practice: emphasizing practice is the basis of building language knowledge or language skills. According to the requirements of the teaching objectives of Curriculum Standard, the practicality of this standard should be emphasized when setting the teaching objectives. Let the students know what they can do after learning. This is what we usually say we can do. The teaching objectives of each unit, each class and each specific activity should be set with clear practical objectives. For example, students judge and discover specific things by listening and choosing; By listening to the students, they can draw corresponding colors, which is very specific and convenient for teachers to implement in teaching.
In the theme of instructional design, I also want to talk about the overall instructional design. There are also general goals, stage goals, unit goals, classroom goals and the goals of each specific activity in the setting of teaching goals. In my opinion, teachers must define and set the overall teaching objectives in English teaching in primary schools. According to different years or stages, teachers should have the overall goal design, so as to set the specific goals of each stage, each unit, each class and even an activity around the overall goal in a planned, step-by-step and hierarchical way.
F. Why should we set clear goals?
People who do things efficiently will set a clear goal for themselves before doing things, otherwise there will be no direction.
British scientist Huxley was once invited to give a speech in Berlin. As soon as he jumped into the taxi, he said anxiously, "Hurry up! It's too late! "
The driver followed the instructions for a long distance. Huxley found something wrong and asked, "I didn't say where I was going?"
The driver replied, "No! You just told me to drive faster! "
Huxley quickly said, "Excuse me, please turn around. I'm going to Berlin. "
In our life, Huxley's mistakes are not accidental phenomena. This kind of mistake is not only manifested in not knowing the direction of the destination, but also in many life paths. Because I don't know the exact destination, there is a phenomenon of moving in the opposite direction.
Schwab, CEO of charles schwab, got very bad grades in liberal arts since he was a child. His reading and writing speed is slow. When he needs to read famous books in English class, he can only start with the comic book version. He often says, "I have an idea in my head, but I can't write it out." Later, he was diagnosed by a doctor as dyslexia.
But he later entered Stanford University, a famous American university, with excellent results in mathematics and physics. He found business courses easier for him, so he chose economics as his major. Although he still failed in English and French, he devoted himself to business research and obtained a master's degree in business administration. When he graduated, he knew that he could only develop in business, so he borrowed $654.38 million from his uncle to start his own business. He founded the company in San Francisco on 1974, and later he developed it into a fortune 50 company.
How can a person with insufficient learning ability achieve such a career? Schwab's answer: Because of the obstacles in learning, he has a clearer goal than others and knows how to concentrate and work hard. "I won't think of ten or eight different ideas at the same time. I only focus on certain areas and study hard. " He said.
This distinctive style has also been shown in the history of charles schwab for more than 30 years. When other financial services companies locked their customers in wealthy investors, Schwab was unmoved, launched cheap services, concentrated on investing in the mass market, and finally blossomed. Later, with the progress of science and technology and the growth of customers, Schwab had very clear goals in each period, and many achievements were imitated by the industry.
Charles schwab was rated as one of the top 20 most admired enterprises in the world by Fortune magazine and the most suitable enterprise in the United States. It was also included in the honor list of the top 50 enterprises by Forbes and Businessweek, making it one of the most frequently cited cases in management books.
Schwal has a bright side in everything. Because of his shortcomings, he has always had a very clear goal. It is also because he has always had a clear goal that he has achieved such a career. Setting clear goals is the key to career success, and Schwab's success illustrates this point.
We should set aside half an hour every week to take a good look at our lives and ask ourselves some questions. Do you have a clear goal? Do you spend your time on your own goals or doing activities you hate? Do we live according to our own ideas? Or live according to other people's ideas?
Unfortunately, most of us don't ask such questions until halfway through our lives. That's because I didn't have a clear plan when I was young. Once I started to spend time doing something, I didn't have a clear goal.
There are too many people with dreams in the world, too many people live in different dreams every day, and only a few people have clear goals in life. People who dream a lot swing in uncertainty and indecision all their lives. They have no perseverance, no perseverance, and are too eager for success. They always look forward to the visit of the god of opportunity, but the result is just the opposite. The God of Opportunity always ignores it.
A clear goal will make your work passive and active, make your work clearer and more efficient, and set an assessment standard for future self-evaluation. There are also some scientific principles for setting a good goal:
1. The goal must be specific and clear;
2. The goal must be achievable;
3. Goals must be measurable;
4. The goal must be related to other goals;
5. The goal must have a clear deadline;
In short, without a clear goal, there is no theme in life; Without a clear goal, there is no direction in life, and there is no efficiency and success in life.
G. How to make a teaching goal blog according to the course goal
Different textbooks have different characteristics, and different teaching contents have different teaching requirements. We should thoroughly understand the textbook, grasp the editor's intention, design the teaching objectives according to the editor's thinking, and consider the focus of the objectives according to the actual situation of the teaching content. For example, junior high school history textbooks are arranged by units, and each unit belongs to a unified "unit theme". In its short text, the core content of this unit has been explained. They told us the editor's intention. When compiling teaching objectives, we should adhere to these words, strive to implement their requirements with specific goals, and treat them as central goals or key goals.
H. Why should the design of teaching objectives be based on the general teaching objectives stipulated in the curriculum standards?
The new curriculum reform has introduced new curriculum objectives. It is not easy to translate the curriculum objectives into teachers' daily teaching behavior, which is an important link to promote the new curriculum. We should give consideration to both course objectives and teaching design.
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What is the connotation of the new curriculum goal?
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, but also consider
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How to carry out teaching design around curriculum objectives
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and
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What kind of instructional design is effective?
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Wait for questions. Therefore, only by clarifying these problems first can we say that we have entered the new curriculum.
1. What are the three main bases for setting course objectives?
1. Do what you want.
2. Know how to make up for the lack of mathematics with future study.
3. Apply knowledge to life.
I think that's all.
Children's shoes should be the goal of education.