The subject of behavior refers to learners. The goal of physical education teaching is to predict and describe the behavior of students, not the behavior of physical education teachers. Therefore, the beginning of the standard teaching goal should be the theme of "learning" ... behavior completion ". For example, if (students) can swim 50 meters in a row, or correctly complete a set of eight aerobics. If it is written as "teaching learning … or" practicing learning … ",it will easily become a teacher's behavior.

2. Behavior verbs

Action verbs are used to describe the observable and measurable concrete behaviors formed by students. They can be divided into fuzzy verbs and explicit verbs. Fuzzy verbs include knowing, understanding, liking and believing. Explicit verbs include statement, choice, comparison, imitation, demonstration, adaptation, acceptance, obedience and rejection. When expressing teaching objectives, we should try to choose behavioral verbs with clear meaning and easy observation.

3. Behavior

This refers to the specific restrictions or scope that affect students' academic performance, mainly indicating the situation or conditions under which students complete the prescribed operations. For the expression of behavioral conditions, there are: (1) environmental factors, including restrictions on learning space and learning place, such as "completing vertical jump in the bunker"; (2) Operating conditions, including the provisions on the height and weight of equipment, and the use of equipment and auxiliary means, such as "throwing back and forth with a 4kg solid ball" and "jumping over the goat with a 4kg solid ball". Protection and help of students "; (3) Providing information or tips, such as "Say with the help of human anatomy"; (4) Complete the behavior, such as "Describe ……" in class discussion.

4. Degree of performance

The degree of achievement refers to the lowest level of achievement achieved by students towards their goals, which is used to evaluate the degree of academic achievement or academic performance.

It should be noted that due to the complexity and diversity of actual teaching, this method may not be strictly applied in the formulation of teaching objectives. For some complex and high-level emotional social adaptation goals, only a few can be described in observable and measurable terms. Many times, qualitative language is used, which is inaccurate and unclear. Therefore, when expressing teaching objectives, we should not only consider their concreteness and measurability, but also consider the particularity of some objectives.