Generally speaking, we should start with four basic elements: object, behavior, conditions and standards. Therefore, it is popularly called "ABCD" rule. Using ABCD method to design teaching objectives can make the expression of objectives concrete and clear, which is convenient for operation and conducive to guiding and evaluating teaching. Generally speaking, we should start with four basic elements: object, behavior, conditions and standards. Therefore, it is popularly called "ABCD" rule.

Using ABCD method to design teaching objectives can make the expression of objectives concrete and clear, which is convenient for operation and conducive to guiding and evaluating teaching. For example, in the goal of "Senior two students can mark cirrus clouds, stratus clouds, cumulus clouds and rain clouds when watching various cloud images, with an accuracy rate of 90%", "Senior two students" are "objects".

"Being able to mark out" means "behavior", "condition", "accuracy up to 90%" and "standard" to analyze these four elements. In the formulation of teaching objectives, the teaching object or behavior subject is students, not teachers, so don't write the teaching objectives as "teaching science"

Instead, it should be written as "senior two students" and other students ... "If this object or subject is clear, it can also be omitted from the goal statement. In other words, it should explain what learners should do and what kind of learning results they can get after learning. Behavior is the most basic component. The basic way to express behavior is to use verb-object structure phrases.

That is to say, under what conditions and environmental factors, the above behaviors should be explained. For example, "describe ... accurately explain by observing" and "... through concrete examples". For example, when a physical education teacher sets the goal of "improving balance ability and air orientation ability", the behavioral condition is "improving body posture by trying action combinations".

That is to say, the minimum standards of the above-mentioned behaviors should be stipulated, which can be expressed by quantitative methods, qualitative methods and the combination of quantitative and qualitative methods. For example, standards generally come from 80% words in behavior. "Speed, accuracy and quality.