The main expressions of teaching objectives

There are three main ways to express teaching objectives:

The expression method of (1) cognitive view. Use fuzzy verbs to express internal psychological processes. Simple and clear, easy to understand and communicate. But it lacks the stipulation of quality and quantity. This is a kind of expression commonly used by teachers in our country, and often uses vague verbs that only express internal psychological processes, such as "know, understand, master, comprehend and appreciate". It is helpful to express the teaching intention concisely, which is convenient for understanding and communication, while the goals of emotion and attitude can only be expressed by the general method of internal psychological process. However, the lack of qualitative and quantitative stipulation is easy to cause vague and confusing understanding.

(2) the expression method of behavior view. It is accurately described by observable and measurable explicit behavior. Take "ABCD" mode as an example. A. Teaching object (audience), behavior goal describes students' behavior, which emphasizes explicit behavior that can be observed and measured to accurately describe teaching goals. This method has different operation modes, and the following example is "ABCD" mode. This method holds that a clear behavioral goal mainly includes four elements:

A. The teaching object refers to the learner, that is, the behavior subject, and the behavior goal should describe the behavior of the students, not the behavior of the teachers.

B. behavior refers to the behavior completed by students and is the most basic part of the goal.

C. Conditions refer to the conditions under which students' behaviors occur, that is, the restrictive factors for evaluating learning results.

D. degree refers to the lowest basis for evaluating behavior.

(3) Internal and external combination method. Internal process is combined with external behavior. This is a method to describe teaching objectives by combining internal process with external behavior. For example, N.E.Gronlund proposed in the book 1978 "Statement of Classroom Teaching Objectives" that general teaching objectives should be stated in terms describing internal processes, and then made concrete through observable student performance.