Determining educational goals, choosing educational experience (learning experience), organizing educational experience and evaluating educational experience constitute the famous Taylor principle. Also known as "target mode". The goal of education is crucial. First of all, to choose the educational goal wisely, we must consider students' needs, contemporary social life, the advice of subject experts and other information.

Secondly, the selected goals are screened through educational concepts and learning theories; Finally, state the educational objectives, each of which includes two aspects: behavior and content, so as to clarify the responsibility of education.

Taylor believes that goals are goals that are consciously wanted, that is, the results that school staff expect to achieve. The goal of education is to select materials, outline contents, formulate teaching procedures, and set standards for tests and examinations. Taylor's curriculum principles emphasize the leading role of curriculum objectives.

After the educational goal is determined, the problem we face is to decide what kind of learning experience, because only through experience can we learn and achieve the educational goal. "Learning experience" is not equal to the content involved in a subject, nor to the activities engaged in, but refers to the interaction between students and external conditions in the environment.

Taylor's teaching evaluation results

Evaluation is the process of finding out how many expected results the learning experience actually brings. The purpose of evaluation is to comprehensively test whether the learning experience is practical and effective. And guide teachers to achieve the expected results. The process of evaluation is essentially a process of determining the degree to which courses and teaching actually achieve their goals.

Education evaluation includes at least two evaluations: one in the early stage of the education plan and the other in the later stage, so as to measure the changes that have taken place during this period. As for the evaluation results, Taylor thinks that it should not be just a single score or a single descriptive term, but an anatomical map reflecting the current situation of students. Evaluation itself is to let teachers, students and relevant personnel know the effectiveness of teaching.