How to write three-dimensional teaching objectives?

Question 1: How to write the teaching objectives in the teaching design? The current teaching goal should be a three-dimensional goal:

Knowledge and skill goals, and formulate the content and degree of knowledge that students should learn in this class;

The goal of process and method, and what abilities can be improved and mastered by students in this course;

Emotion, attitude, values, formulate the learning content of this lesson to train and cultivate students' will and quality.

Teaching objectives refer to the direction and expected results of teaching activities, and are the starting point and final destination of all teaching activities. It is not only related to educational goals and training goals, but also different from them.

Teaching objectives can be divided into three levels: first, curriculum objectives; The second is the goal of classroom teaching; The third is the goal of education. This is also the ultimate goal of teaching.

Teaching subjects (disciplines) are the basic categories of teaching content.

Curriculum refers to the integration of various teaching subjects and extracurricular activities.

The so-called curriculum goal is actually the content that every teacher who participates in basic education should pay serious attention to in the teaching process in the curriculum standards of various disciplines of the Ministry of Education.

For example, in the "Information Technology Curriculum Standard" for information technology senior high schools, the description of the curriculum goal is: "The general goal of information technology curriculum in senior high schools is to improve students' information literacy. Students' information literacy is manifested in: the ability to obtain, process, manage, express and exchange information; Ability to evaluate the process, methods and results of information and information activities; The ability to express opinions, exchange ideas and cooperate to solve practical problems in study and life; Abide by relevant ethics, laws and regulations, and form values and sense of responsibility suitable for the information society. Can be summarized as the following three aspects ... "

The curriculum objectives of ordinary senior high schools 14 subjects mostly refer to the following three aspects:

(1) Knowledge and skills. ② Processes and methods. ③ Emotional attitude and values.

Note: this is by no means the teaching goal in the classroom teaching plan and teaching design!

teaching program

Teaching plan is the outline scheme of classroom teaching concept.

What does it mean to have a lesson plan? What do you mean, there is no lesson plan?

An old teacher with real teaching experience, when he got the topic of a class, immediately formed a teaching idea plan in his mind, even if he couldn't write it at that time, it was also called a teaching plan!

A teacher who exists in name only, even a famous teacher, does not have a complete and correct teaching plan, even if it takes a long time to piece together various twenty or thirty pages of teaching plans or any teaching design. This is also called no lesson plan!

The teaching plan is designed and used in regular teaching, and it is a written teaching idea scheme. Not in class, the teacher saw it himself, let alone for the students! It is also not used for teaching exchanges. The lesson plans written are mainly for teaching leaders to check.

Teaching design

Teaching design is just a more detailed and strengthened teaching plan.

In fact, the teaching design is based on the teaching plan, adding columns such as "guiding ideology and analysis of learning situation". Among them, the contents of some projects need not be written in the lesson plan.

Such as: analysis of academic situation. Your own student, you should be very clear. You don't have to write every lesson plan. It's written in one word-wordy.

Instructional design is usually used for district-level research classes and teaching exchanges. Write out the items that the teacher doesn't need to write in the usual teaching plan.

Such as: "guiding ideology, learning situation analysis" and so on. For teachers, experts and leaders who don't understand your ideas. Because they won't get into your head like the Monkey King got into Princess Iron Fan's belly and understand your thoughts.

The goal of classroom teaching is the interactive goal of teaching and learning in the process of classroom teaching.

The classroom teaching objectives advocated by the new curriculum have three dimensions: knowledge and skills objectives, process and method objectives, and emotional attitude and values objectives.

Classroom teaching objectives are a small part of the decomposition and refinement of curriculum objectives. When each small teaching goal is completed and implemented, the big goal that the course needs to pay attention to will be realized.

The goal of classroom teaching can be achieved within 45 minutes. Not as far away and out of reach as the ideal goal.

The teaching objectives that people often say at ordinary times actually refer to the classroom teaching objectives without special instructions. The goal of classroom teaching is often simplified as "teaching goal".

The main content of classroom teaching goal is what people often call "double basics". That is to say: basic knowledge, basic skills. Later, I reluctantly added a subjective emotion. This is one of the teaching objectives of today's teaching plan and teaching design ...

Question 2: What is the goal of three-dimensional teaching? The three-dimensional goal of classroom teaching is 1. Knowledge and skills, process and method, emotional attitude and values are the basic provisions made by the state on the quality index of basic education, and are the three functional basic requirements put forward by the new curriculum standard to describe the changes of students' learning behavior and its results, which are referred to as three-dimensional goals for short. 2. Knowledge and skill goals are descriptions of students' learning results, that is, the results that students hope to achieve through learning, also known as outcome goals. This goal generally has three levels of requirements: learning, learning and using. The goal of process and method is how students acquire knowledge and skills under the guidance of teachers, which is also called procedural goal. This goal emphasizes three processes: learning by doing, learning by doing and reflection. 3. The goal of emotional attitude and values is the tendency and feeling of students after going through the process or the result, and it is the subjective experience of the learning process and the result, also called the experience goal. It has three levels: identification, experience and internalization. Knowledge and skill goals are the basis of process and method goals, emotional attitudes and values goals; The goal of process and method is the carrier to realize the goal of knowledge and skills, and the goal of emotional attitude and values plays an important role in promoting and optimizing other goals. Under the guidance of the new curriculum concept, the "three dimensions" of teaching objectives put forward by the curriculum standards, namely knowledge and skills, process and method, emotion, attitude and values, integrate all aspects of teaching objectives and provide specific guidance for scientific formulation of subject teaching objectives. The setting of teaching objectives is the first step of teaching design. One of the important conditions to achieve the teaching goal smoothly is to ensure the clarity, definiteness and operability of the three-dimensional goal setting under the condition of correctly understanding the three-dimensional goal. First, a correct understanding of the "three-dimensional goal" teaching goal refers to the expected teaching effect to be achieved through teachers' teaching and students' learning activities. Curriculum standards define teaching objectives as three-dimensional objectives, namely knowledge and skills, process methods, emotional attitudes and values. Obviously, the content is richer and more demanding. It is a progressive relationship from low to high, and the three-dimensional goal can be understood as four levels: one is the teaching level of mathematical knowledge and skills. Focus on solving the problem of "what is it and how to do it"; The second is the teaching level of mathematical thinking methods. Focus on solving the problem of "what kind of ideas and methods to use"; The third is the teaching level of mathematical thinking. Focus on solving the problem of "how to think of doing this and why to do it"; The fourth is the teaching level of mathematical spirit and culture. Emphasis is placed on promoting the harmonious development of students' mind, personality, concept and spirit. Second, the accurate formulation of three-dimensional teaching objectives can be understood as the framework of the overall curriculum objectives of various disciplines, which provides a basic normative requirement for the formulation of curriculum and teaching objectives of various disciplines. The setting of teaching objectives is the first step of teaching design. One of the important conditions is to ensure the comprehensiveness, accuracy and operability of teaching objectives. Paying attention to comprehensiveness when setting teaching objectives means fully considering all aspects of the three dimensions of teaching objectives. When setting teaching objectives, we should consider the three dimensions as a whole, take care of each other, coordinate with each other and reflect a high degree of integration. In teaching, the goal of knowledge and skills is the foundation. Only when the goal of knowledge teaching is achieved can other goals be achieved. When setting the goal of mathematics teaching, we must pay attention to the knowledge points involved and what abilities students can gain in the process of understanding and mastering these knowledge points. Taking process and method as the teaching goal is a highlight of the new curriculum reform. Mathematics teaching should attach importance to both results and processes and methods. In the process of setting mathematics teaching objectives, we should put process objectives and method objectives in a prominent position. The teaching goal of process and method should reflect the process of students' learning and thinking. The goals of emotion, attitude and values are further clarified and improved on the basis of the original moral education goals. The goal of emotion, attitude and values in mathematics teaching is to let students experience the value and significance of mathematics in real life. In the process of mathematics learning, the scientific spirit and humanistic spirit, emotional education factors and other moral education factors contained in mathematics learning content should be shown. 2. Attention should be paid to the accuracy of the narrative of teaching objectives. In teaching design, the description of teaching objectives is very important. It is mainly to pay attention to the accuracy of narrative language, avoid using vague narrative words such as "preliminary understanding" and "basic mastery", correctly understand and grasp the requirements of learning level, accurately select and use corresponding behavioral verbs, and correctly embody the "four elements". The first is the subject of behavior: learners. Behavioral goals describe students' behavior. Specifications ... >>

Question 3: What is a three-dimensional target? The connotation of the three-dimensional goal of the new curriculum is:

The first dimension target:

Knowledge and ability goals: mainly including the core knowledge and basic knowledge of the subject that are indispensable for human survival; Basic ability-the ability to acquire, collect, process and use information, the spirit of innovation and practical ability, the desire and ability of lifelong learning.

Two-dimensional target:

Process and method objectives: mainly include the indispensable processes and methods for human survival. Process-refers to the reactive learning environment, communication and experience. Methods-including basic learning methods (autonomous learning, cooperative learning and inquiry learning) and specific learning methods (discovery learning, group learning and exchange learning).

Third-dimensional target:

Emotional attitude and value goal: Emotion not only refers to learning interest and learning responsibility, but more importantly, it is an optimistic attitude towards life, a scientific attitude of seeking truth from facts and a tolerant attitude towards life. Values not only emphasize personal values, but also emphasize the unity of personal values and social values; Emphasizing the value of science and the unity of scientific value and humanistic value; It not only emphasizes human value, but also emphasizes the unity of human value and natural value, so that students can establish the value pursuit of truth, goodness and beauty and the concept of harmonious and sustainable development between man and nature.

The goal of three-dimensional curriculum should be a whole, and knowledge and skills, processes and methods, emotional attitudes and values are interrelated and integrated.

In teaching, we can't leave the knowledge and skills of emotional attitudes and values, processes and methods, nor can we leave the knowledge and skills of emotional attitudes and values, processes and methods.

Knowledge and skills (knowledge &; Skill), process and method (process &; Methods) and emotional attitude values (attitude).

These three latitudes are K, A and P, and the initial letter of the learning event itself is O, which is the KAPO model we are writing now.

Question 4: How to write the three-dimensional goal of teaching design "three-dimensional" refers to the three major sections of classroom teaching goals. Namely: knowledge and skills, process and method, emotion, attitude and values.

First, knowledge and skills are the knowledge that students should master in this class and the ability that should be cultivated. Skills are the skills and abilities needed to solve problems. Knowledge and skills are the product of emotions and attitudes. The more knowledge students have, the higher their desire to acquire knowledge and skills. The more knowledge and skills you acquire.

Knowledge includes subject knowledge, tacit knowledge and information knowledge. It is the sum of people's understanding and experience of objective things; Skills are divided into basic skills, intellectual skills, sports skills and self-awareness skills. It is the ability to master and apply a special technology, which is transformed from knowledge through practice and training. Their * * * characteristics are obvious, visible and tangible. We often say: "This man is rich in knowledge and knows a lot!" "This man is very skilled!" , is the result of "this person" explicit knowledge and skills.

2. Process and method: Process and method are the carriers for students to acquire new knowledge. Pay attention to the experience of knowledge acquisition, and the process is as important as the result. Effective learning comes from students' effective participation in the whole process of knowledge acquisition. The degree of participation is directly related to students' interest and emotion in acquiring knowledge. Students' learning interest, learning motivation, self-confidence and will ... will directly affect the result of knowledge acquisition. Non-intellectual factors such as students' emotions, attitudes and values directly affect students' intellectual development. Affect that depth and breadth of knowledge acquired by student. Therefore, emotion, attitude and values are the premise of the implementation process and methods.

The essence of process and method is intelligence and ability.

The so-called process: its essence is the process of cultivating and developing knowledge, emotion, will and action based on students' cognition, and the process of cultivating and developing morality, intelligence and physique in an all-round way based on intellectual education, so as to cultivate and develop students' interest, ability, personality and temperament.

The so-called method refers to the method that students adopt and learn in the process of learning.

3. Emotion, attitude and values: because language is the carrier for teachers to impart knowledge; It is a tool for people to communicate; It is the shell of thinking. There is no life in the classroom, which is largely caused by the teacher's boring language. Humorous language is a weapon to inspire students' thinking; Intonation is a sword to attract students' attention; Moderate intonation can make students listen easily and learn happily; Affectionate language will cause students' emotional pop. In addition, natural and unrestrained bearing can also express teachers' emotional content well. In the process of teaching, we should skillfully set up organs to make students feel a bright future ... ask questions related to what they have learned, activate students' thinking and let them learn actively. Therefore, "emotion, attitude and values" are the premise of implementing the goal of "process and method".

Emotion is a person's inner experience and psychological reaction to the outside world. The expressed emotion is attitude, and values are the concept of evaluating and selecting the positive effects of people and things. They are non-intellectual factors in people's quality.

In short, the three dimensions in the "three-dimensional goal" are a whole, interdependent, mutually reinforcing and inseparable organic whole. The goal of "knowledge and skills" dimension is to let students "learn";

Question 5: What is the three-dimensional target? Three-dimensional goal is a new term in educational theory. It refers to the three goals that teachers should achieve in the process of educating students: knowledge and skills, process and method, emotional attitude and values.

The goal of three-dimensional curriculum should be a whole, and knowledge and skills, processes and methods, emotional attitudes and values are interrelated and integrated.

In teaching, we can't leave the knowledge and skills of emotional attitudes and values, processes and methods, nor can we leave the knowledge and skills of emotional attitudes and values, processes and methods.

Question 6: How to write the three-dimensional teaching goal of reviewing lesson plans for senior three-reviewing lesson plans for classical Chinese in senior three (1)

Teaching objectives

The overall goal is to read simple classical Chinese through review.

Specifically, the following three objectives should be achieved:

(1) Understanding words and sentence patterns:

(1) Understand the meaning of common notional words in the text;

(2) Understand the usage of function words commonly used in classical Chinese (function words commonly used in classical Chinese: An, Dan, Er, Gu, He, Hu, or, concurrently, Nai, Qi, Ran, Ruo, Sui, Suo, Wei, Yan, Ye, Yi, Yu, Ze, Zhe.

(3) Understand different sentence patterns and usages from modern Chinese (different sentence patterns and usages: judgment sentence, passive sentence, preposition object, component omission, flexible use of parts of speech).

(2) Understanding sentences:

(1) correctly grasp the meaning of sentences in the text;

(2) Translation into modern Chinese.

(3) Analysis of the article:

(1) Analyze the content of the article;

(2) Analyze and summarize the author's views and attitudes.

Difficulties and key analysis

1. How to translate classical Chinese into modern Chinese?

Analysis: Classical Chinese translation should master the following four points:

(1) requirements. Translation should strive to achieve the three standards of "faithfulness, expressiveness and elegance". "Letter" means that the content should be faithful to the original; "Da" means that the translation should be clear and fluent; "Elegance" means that the language should be standardized and elegant.

Question 7: How to write the three-dimensional goal of kindergarten teaching plan According to my years of experience in preschool education, I will share it with you:

1, the target design should reflect the characteristics of children's age development.

2. We can start with emotion, knowledge and ability.

3. The key points and difficulties are clear.