How to write three-dimensional teaching goals?

What are the three-dimensional teaching goals?

The three-dimensional teaching goals 1, knowledge and skills, processes and methods, emotional attitudes and values ??are the basic provisions of the country on the quality indicators of basic education. They are the three functional basic requirements put forward by the new curriculum standards to describe changes in students' learning behavior and their results, referred to as three-dimensional goals. ,2. Knowledge and skill goals are a description of students' learning results, that is, the results that students want to achieve through learning, also called result goals. This kind of goal generally has three levels of requirements: understanding, learning, and being able to apply. Process and method goals are the procedures and specific practices for how students acquire knowledge and skills under the guidance of teachers. They are goals in the process, also called procedural goals. This kind of goal emphasizes three processes: learning by doing, learning by doing, and reflection. ,3. Emotional attitude and value goals are students’ tendencies and feelings after experiencing the process or results. They are subjective experiences of the learning process and results, also called experiential goals. It has three levels: recognition, experience and internalization. Knowledge and skill goals are the basis for process and method goals, emotional attitude and value goals; process and method goals are the carriers for achieving knowledge and skill goals, and emotional attitude and value goals play an important role in promoting and optimizing other goals. Under the guidance of the new curriculum concept, the "three dimensions" of teaching objectives proposed by the curriculum standards, namely knowledge and skills, processes and methods, emotions, attitudes and values, integrate all aspects of teaching objectives and provide specific guidance for the scientific formulation of subject teaching objectives. guidance. The setting of teaching goals is a primary link in teaching design. To successfully achieve teaching goals, one of the important conditions is to correctly understand the three-dimensional goals and ensure the clarity, specificity, and operability of the three-dimensional goal setting. 1. Correctly understand the "three-dimensional goal" level teaching goal, which refers to the expected teaching results to be achieved through teacher teaching and student learning activities. The curriculum standards position teaching goals as three-dimensional goals, namely knowledge and skills, process methods, emotional attitudes and values. Obviously, the content is richer and the requirements are higher. It is a progressive relationship from low to high. The three-dimensional goal can be understood as four levels: First, the teaching level of mathematical knowledge and skills. The focus is on solving the problem of "what is it and how to do it"; the second is the teaching level of mathematical thinking methods. The focus is on solving the problem of "what kind of ideas and methods to use?"; the third is the teaching level of mathematical thinking. The focus is on solving the problems of "how to think of doing this and why to do it"; the fourth is the teaching level of mathematical spirit and culture. The focus is on promoting the harmonious and coordinated development of students' minds, personalities, concepts, and spirits. 2. Accurately formulate teaching objectives. Three-dimensional objectives can be understood as the framework of the overall curriculum objectives of each discipline. It provides a basic normative requirement for each discipline to formulate curriculum and teaching objectives. The setting of teaching goals is an important part of teaching design. To successfully achieve teaching goals, one of the important conditions is to ensure the comprehensiveness, accuracy, and operability of goal setting. 1. When setting teaching goals, we must pay attention to comprehensiveness. Paying attention to comprehensiveness means fully considering all aspects of the three dimensions of teaching objectives. When setting teaching objectives, the three dimensions should be considered as a whole. The three dimensions should take care of each other, coordinate with each other, and reflect a high degree of integration. In teaching, knowledge and skill goals are the foundation. Only by implementing knowledge teaching goals can other goals be achieved. When setting mathematics teaching goals, we must pay attention to reflecting the knowledge points involved, and pay attention to the process of understanding and mastering these points. What abilities can students acquire. Taking process and methods as teaching goals is a highlight of the new curriculum reform. Mathematics teaching should pay attention to results, but also to process and methods. In the process of setting mathematics teaching goals, process and method goals should be placed in a prominent position. Process and method teaching objectives should reflect students' learning process and thinking process. The goals of emotions, attitudes and values ??are further clarified and improved on the basis of the original subject moral education goals. The emotion, attitude and value goals of mathematics teaching are mainly to allow students to experience the value and significance of mathematics in real life. The scientific spirit and humanistic spirit should be reflected in the mathematics learning process, and the emotional education factors and other moral education factors included in the mathematics learning content should be reflected.

2. The description of teaching objectives should pay attention to accuracy. In teaching design, the description of teaching objectives is very important. The main thing is to pay attention to the accuracy of narrative language and avoid using vague narratives such as "preliminary understanding" and "basic mastery". , we must correctly understand and grasp the requirements of learning level, accurately select and use the corresponding action verbs, and correctly embody the "four elements". One is the behavioral subject: the learner. Behavioral goals describe student behavior. Specifications...>>

How should teaching objectives be written?

The current teaching goals should be three-dimensional goals:

Knowledge and skill goals, formulate the knowledge content and learning level that students should learn in this lesson;

Process and method goals, determine which abilities can be improved and mastered by the study of this lesson;

Emotional attitudes and values, determine the impact of the learning content of this lesson on students' will, Quality training and cultivation.

How to write the three-dimensional goals of teaching design

"Three-dimensional" refers to the three major sections of classroom teaching goals. That is: "knowledge and skills", "process and methods", "emotions, attitudes and values".

1. Knowledge and skills are the knowledge that students should master and the abilities that should be developed in this class. Skills are skills and abilities needed to solve problems. Knowledge and skills are products formed with the dynamic support of emotions and attitudes. The richer the students' knowledge, the higher their desire to acquire knowledge and skills. The more knowledge and skills you can acquire.

Knowledge includes subject knowledge, cognitive 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, motor skills, and self-awareness skills. It is the ability to master and apply certain specialized skills. It is transformed from knowledge through practice and training. Their most common characteristic is that they are visible and tangible. We often say "this person is rich in knowledge and knows a lot!", "this person is very capable!", all of which are "this person" knowledge. and the results of skill manifestation.

2. Process and method: Process and method are the carriers for students to obtain new knowledge. Pay attention to the experience of acquiring knowledge, and the process is equally important as the result. Effective learning comes from students’ effective participation in the entire process of knowledge acquisition. The degree of participation is directly related to students' interest and emotions in acquiring knowledge. Students' interest in learning, motivation for learning, self-confidence, will... will directly affect the results of knowledge acquisition. Non-intellectual factors such as students' emotions, attitudes, and values ??directly affect students' intellectual development. Affects the depth and breadth of knowledge acquired by students. Therefore, emotions, attitudes, and values ??are the prerequisites for the implementation of processes and methods.

The essence of process and method is intelligence and ability.

The so-called process: Its essence is the cultivation and development process of knowledge, emotion, intention and behavior based on students' cognition. It is the process of comprehensive cultivation and development of morality, intelligence and physical fitness based on intellectual education, so that The process of comprehensive cultivation and development of students’ interests, abilities, character, temperament and other personality qualities.

The so-called method refers to the method used and learned by students in the learning process.

3. Emotions, attitudes, and values: Because language is the carrier for teachers to impart knowledge; it is a tool for communication between people; it is the shell of thinking. There is no life in the classroom, largely due to the teacher's boring language. Humorous language is a weapon to inspire students' thinking; ups and downs intonation is a sharp sword to attract students' attention; fast and slow intonation can make students listen easily and learn happily; language full of affectionateness can arouse students' emotions; In addition, the free and unrestrained demeanor can also express the teacher's emotional content well. In the teaching process, mechanisms should be cleverly designed to make students feel a sense of darkness and light... Ask questions related to the knowledge they have learned to activate students' thinking and make them learn actively. Therefore, "emotions, attitudes, and values" are the prerequisites for implementing the goal of "process and method".

Emotions are people’s inner experiences and psychological reactions to the outside world, whether they are affirmative or negative. The joy, anger, sorrow and joy expressed are attitudes. Values ??are the concept of evaluation and choice of the positive effects of people and things. They are non-intelligent factors in human qualities.

In short, the three dimensions in the "three-dimensional goal" are integrated, interdependent, mutually reinforcing, and an indivisible organic whole.

The goal of the "knowledge and skills" dimension is based on allowing students to "learn";

How to write the teaching objectives in instructional design?

The current teaching goals should be three-dimensional goals:

Knowledge and skill goals, formulate the knowledge content and learning level that students should learn in this lesson;

Process and method goals, determine which abilities can be improved and mastered by the study of this lesson;

Emotional attitudes and values, determine the impact of the learning content of this lesson on students' will and quality training and training.

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

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

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

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

The so-called curriculum objectives are actually the contents in the "Curriculum Standards" of various disciplines of the Ministry of Education that require everyone involved in basic education teaching to pay careful attention to the teaching process.

For example: In the "Information Technology Curriculum Standards" for ordinary high schools in the information technology discipline, the description of the course objectives is: "The overall goal of the information technology courses in ordinary high schools is to improve students' information literacy. Students' information literacy Manifested in: the ability to obtain, process, manage, express and communicate information; the ability to evaluate the process, methods and results of information and information activities; express opinions, exchange ideas, cooperate and solve practical problems in learning and life ability; abide by relevant ethics and laws and regulations, and form values ??and a sense of responsibility that are compatible with the information society. It can be summarized into the following three aspects..."

Most of the curriculum objectives of the 14 subjects in ordinary high schools. It refers to the following three aspects:

①Knowledge and skills. ②Process and method. ③Emotional attitudes and values.

Note: This is by no means a teaching goal in classroom teaching plans or teaching design!

Lesson plan

Lesson plan is an outline plan for classroom teaching ideas.

What does it mean to have a lesson plan? What does it mean to have no lesson plans?

When an old teacher with teaching experience gets the topic of a class, he immediately forms a teaching idea plan in his mind. Even if he cannot write it down at the time, it is called having a lesson plan!

A teacher with a false reputation, or even a teacher with a reputation that is difficult to live up to, even if it takes a long time to piece together a variety of 20-30 page lesson plans, or some kind of teaching design , but there is no complete and correct teaching idea plan in mind. This is also called no lesson plan!

Lesson plans are designed and used in regular teaching and are written teaching ideas. It’s not for the teacher to see during class, let alone for the students! It is not used for teaching exchanges. The written lesson plans are mainly for inspection by teaching leaders.

Instructional design

Instructional design is just a more detailed and enhanced version of the lesson plan.

Teaching design is actually based on the teaching plan, adding columns such as "guiding ideology and academic situation analysis". Among them, the content of some projects does not need to be written in the lesson plan.

Such as: academic situation analysis. You should be very clear about your own students. You don’t need to write every lesson plan again. It's written in one word - wordy.

Instructional design is usually used in district-level research courses and teaching exchange presentations. Write out the items that teachers usually do not need to write out in their lesson plans.

For example: "Guiding ideology, academic situation analysis", etc. It is intended for teachers, experts, and leaders who do not understand your thinking. Because they won't get into your head and understand your thoughts like Sun Wukong got into Princess Iron Fan's belly.

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

The classroom teaching goals advocated by the new curriculum have three dimensions: knowledge and skill goals, process and method goals, and emotion, attitude and value goals.

Classroom teaching objectives are a small part of the course objectives that are decomposed and detailed. When each small classroom teaching goal is completed and implemented, the big goal that the course needs to focus on will also be achieved.

The classroom teaching goal is achievable within 45 minutes. It is not as far away and unattainable as an ideal goal.

The teaching objectives that people often refer to actually refer to classroom teaching objectives unless otherwise specified. Classroom teaching objectives are often simplified by people as: "teaching objectives."

The main content of the classroom teaching objectives is the "double base" that people often talk about. That means: basic knowledge and basic skills. Later, a disciplinary sentiment was reluctantly added. This is the teaching goal in lesson plans and instructional design today... >>

What are the three-dimensional goals?

The connotation of the three-dimensional goals of the new curriculum is:

The first-dimensional goals:

The knowledge and ability goals: mainly include the core that is indispensable for human survival Basic knowledge of knowledge and subjects; basic abilities - the ability to acquire, collect, process, and apply information, innovative spirit and practical ability, and the desire and ability for lifelong learning.

Second dimension goals:

Process and methods Goals: Mainly include processes and methods that are indispensable for human survival. Process - refers to responsive learning environment and communication and experience. Methods - including basic learning methods (autonomous learning, cooperative learning, inquiry learning) and specific learning methods (discovery learning, group learning, communicative learning...).

The third dimension goal:

Emotional attitude and value goal: Emotion not only refers to interest in learning and responsibility for learning, but more importantly, an optimistic attitude towards life, a realistic scientific attitude, and a tolerant life. manner. Values ??not only emphasize personal value, but also emphasize the unity of personal value and social value; not only emphasize the value of science, but also emphasize the unity of scientific value and humanistic value; not only emphasize human value, but also emphasize the unity of human value and natural value. This enables students to establish in their hearts the value pursuit of truth, goodness and beauty as well as the concept of harmony and sustainable development between man and nature.

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

In teaching, the learning of knowledge and skills cannot be separated from emotional attitudes and values, processes and methods, nor can the learning of emotional attitudes, values, processes and methods be separated from knowledge and skills.

Knowledge & skills, Process & Method and Attitude.

These three dimensions are K, A, and P, plus the initial letter of the learning event (Occurrence) itself is O, which is the KAPO model we write now.

How to write three-dimensional goals in kindergarten lesson plans

Based on my many years of experience in early childhood education, I would like to share with you:

1. The goal design should reflect the age development of children. Characteristics of