How to write a three-dimensional target (turn)

First, the understanding of the connotation of three-dimensional goals

Regarding the three-dimensional goal, the new curriculum reform plan has been put forward for many years, but in the specific implementation process, some teachers always feel difficult to grasp, and even have deviations in understanding. For example, many teachers understand "process and method" as their own teaching process and teaching methods.

(A) knowledge and skills (one-dimensional)

The so-called knowledge goal mainly refers to subject knowledge (indirect knowledge in textbooks) and tacit knowledge (life experience and social experience, etc. ) and the information knowledge that students want to learn (knowledge obtained through various information channels).

Examples of knowledge target expression (pay attention to subject, verb, condition and expression degree);

Through learning, I know that animals also have feelings;

Understand the basic properties of scores through learning.

The so-called skill goal refers to the necessary form of activity to complete a task through practice. Skill objectives can be divided into four categories:

The first is basic skills. Such as reading, writing and computing skills. Example of goal expression: Through study, you can read the text correctly and emotionally.

The second is intellectual skills. Such as perception, memory, imagination and thinking, reasoning and other skills. Example of goal expression: through learning, learn to study and understand the object by scientific methods of experiment and reasoning.

The third is motor skills. Such as painting, doing exercises, playing ball games, etc. Example of goal expression: through learning, master the basic essentials of forward roll and backward roll.

The fourth is self-cognitive ability. That is, the self-regulation and monitoring skills of cognitive activities. If you can make a plan, you will check your grades, check whether your problem-solving methods are reasonable and effective, and evaluate your work level. Examples of goal expression: Learn to make plans for independent reading through study.

(2) process and method (two-dimensional)

In the past, teaching emphasized conclusions over processes, but now students are required to know not only simple conclusions, but also some processes. I used to emphasize teaching methods, but now I have to learn them again.

The so-called process is essentially a process of cultivating and developing students' knowledge, feelings, intentions and actions, a process of cultivating and developing students' morality, intelligence and physique in an all-round way based on intellectual education, and a process of cultivating and developing students' personality qualities such as interest, ability, personality and temperament in an all-round way.

Examples of process goal expression:

Learn about the occurrence and development of scores through learning.

Learn the induction and deduction process of xx structure through learning.

Through learning, we can understand the process of thinking exploration, analysis and synthesis to solve xx problem.

Through learning, master the selection and comparison process of xx problem-solving methods.

The so-called method refers to the method that students adopt and learn in the process of learning. Examples of the expression of method objectives: through learning, adopt and learn the method of autonomous learning (or the method of problem inquiry, or the method of problem observation, or the method of divergent thinking, or the method of cooperative communication, or the method of solving xx problems, etc. ).

(C) Emotions, attitudes and values (three-dimensional)

The so-called emotion refers to the attitude experience when people's social needs are met. People's emotional state is as follows:

First, it is expressed as emotion. Emotions are low-level simple emotions, such as pleasure, excitement and tension. For example, the expression of emotional goals: through learning, you can feel happy.

The second is to show enthusiasm. When a person has political enthusiasm, he has deep love for the motherland, the nation and the people, and this love is transformed into strength and behavior. A person with enthusiasm for learning can devote himself to learning and make achievements.

Examples of goal expression:

Stimulate patriotic feelings through learning;

Stimulate the enthusiasm of learning through learning.

The third is to show interest. Interest is an emotional reflection of strong attraction and uniqueness. Example of goal expression: stimulate interest in exploring natural science through learning.

The fourth is the performance of motivation. Motivation comes from emotional impulse, which can be the driving force of action. Examples of goal expression: through learning, stimulate the motivation of learning and generate the motivation to complete learning tasks.

The fifth is curiosity. It is an emotional experience produced by whether needs and wishes are met in intellectual inquiry activities. Example of goal expression: Through learning, we can meet the needs of learning, thus generating the desire for knowledge.

Sixth, it is manifested as moral experience. Such as admiration, praise, envy. Example of goal expression: Through study, I can admire xx characters. ...

The seventh is the experience of beauty. Refers to the emotional experience of the beauty of nature, art and social behavior. Example of goal expression: learn to appreciate the beauty of nature through learning.

The so-called attitude, here not only refers to the learning attitude and sense of responsibility for learning, but also includes optimistic attitude towards life, realistic scientific attitude, tolerant attitude towards life and so on.

Examples of goal expression:

Correct learning attitude and develop good study habits through learning;

By studying, you can show tolerance and patience in your communication.

The so-called values refer to the understanding of the value orientation of the problem, and here it can also refer to the value orientation of the students in teaching or their views on the problem. 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 concept of pursuing truth, goodness and beauty, harmonious and sustainable development between man and nature from the heart.

In short, in the process of implementing three-dimensional goals, we should take "knowledge and skill goals" as the main line and infiltrate "emotions, attitudes and values", which are fully reflected in the "process and method" of learning and inquiry.

Second, how to determine the teaching objectives

1, 3D target

The goal of "knowledge and skills" dimension is to let students "learn"; It is a description of students' learning results, that is, the results that students hope to achieve through learning, also known as the result goal. This goal generally has three levels of requirements: learning, learning and using.

The goal of "process and method" dimension is to let students "learn"; It is the procedure and concrete way for students to acquire knowledge and skills under the guidance of teachers, and it is also the goal in the process, also called procedural goal. This goal emphasizes three processes: learning by doing, learning by doing and reflection.

The goal of "emotion, attitude and values" dimension is to make students "enjoy learning", which is the tendency and feeling of students after going through the process or the result, and 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.

2. Four elements of goal expression

who is it? (learner-subject or object)

Do what? (Observable learning behavior)

Under what conditions? (An environment that supports learning)

To what extent? (code of conduct)

3. Setting teaching objectives should focus on comprehensiveness.

Paying attention to comprehensiveness 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, and they should take care of each other and coordinate with each other, reflecting 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.

4. Attention should be paid to the accuracy of the narrative of teaching objectives.

In teaching design, the narrative of teaching objectives is very important, mainly focusing on the accuracy of narrative language, avoiding vague narrative such as "preliminary understanding" and "basic mastery", correctly understanding and grasping the requirements of learning level, accurately selecting and using corresponding behavioral verbs, and correctly embodying "four elements". The first is the subject of behavior: learners. Behavioral goals describe students' behavior. The goal of standardizing behavior should start with "students should ……", not teachers' behavior. If we use the words "cultivate students …" and "cultivate students' ability", then the subject of behavior becomes a teacher. When setting goals, we should first emphasize the students' behavior subject. It is worth noting that students are the main body, but teachers should also make a difference. Teachers generally use words such as "under the guidance of teachers", "with help" and "under guidance". Secondly, behavioral verbs are used to describe students' observable and measurable behaviors. In order to effectively improve the objectivity and operability of teaching objectives, clear verbs with clear meaning and easy observation should be chosen as far as possible in the design of mathematics teaching objectives. For example, reading, writing, using, knowing, speaking, recognizing, understanding, distinguishing and describing are commonly used in the understanding level; On the understanding level, there are often: clarity, expression, drawing, determination, discovery, acquisition, reading and so on. At the application level, there are: classification, selection, comparison, arrangement, understanding, interpretation, judgment, prediction, inference, estimation, design, inspection, application, mastery, processing, deduction, proof and so on. The third is the behavioral conditions. This refers to the specific restrictions or scope that affect students' learning results. The fourth is the degree of performance. This refers to the minimum performance level of students to the goal and the degree to which they can evaluate students' performance of learning results. To determine the teaching objectives, the "three dimensions" are clear, and the "four elements" permeate the three dimensions. They cross and depend on each other, and they cannot be neglected.

5. The setting of teaching objectives should pay attention to operability.

The setting of teaching objectives should generally present "three dimensions" and embody "four elements". Through the use of behavioral verbs, we can vividly and concretely reflect the changes of curriculum ideas and make the teaching objectives more operable. The function of teaching goal is to guide teaching behavior and practice. How to maximize the effectiveness of teaching objectives? That is to design the teaching objectives carefully and concretely, that is, to be operable. The design of teaching objectives belongs to pre-class activities and presupposes classroom teaching. The preset results will directly affect the effect of classroom teaching. If the teaching goal is too general, too vague and too vague, it will lose its practical guiding role. Teaching objectives without maneuverability can only become empty furnishings, and classroom teaching will not achieve the expected results. The more specific and clear the preset goal, the stronger the guidance and the better the effect of classroom teaching. Therefore, when designing mathematics teaching objectives, we must pay attention to operability. The most closely related to operability is the use of behavioral verbs. The simpler the action verb, the stronger the operability will be. Those vague behavioral verbs are not operable, and some behavioral verbs with broad meanings will be difficult to operate. Only definite action verbs will be more operable.