How to understand the meaning of teaching objectives

How to understand the meaning of teaching objectives? Teaching objectives are the starting point and basis of education and teaching activities, the end result of education and teaching activities, and teachers' expectations of certain learning effects or behaviors achieved by students. All teaching activities are carried out around the setting of teaching objectives, which is also the basic basis for teachers to design classroom teaching. The analysis and determination of teaching objectives is the starting point of teaching design, which first determines the expectations of teaching for students' learning content level, so that teaching has a clear direction; Secondly, it provides a standard to measure and evaluate whether the teaching task is completed.

The three-dimensional goal of "knowledge and skills, process and method, emotion, attitude and values" put forward by the new curriculum reform is not only the framework of the overall goal of the curriculum, but also the requirement of the specific goal of classroom teaching. Different educators have different wishes for what kind of people students should be trained to be, and with the growth of knowledge and experience and the development of self-awareness, students will have more and more clear pursuit of what kind of people they should grow up, which is the necessity of human development. The ultimate goal of education is to promote human development.

Teaching objectives include not only the requirements of knowledge and skills, but also the requirements of learning, thinking and solving problems, as well as students' feelings and attitudes towards learning, which are explicit and implicit. Different understanding of the goal will lead to different teaching goal design, thus forming different levels of classroom teaching. Therefore, when determining and designing teaching objectives, the following points should be considered:

First, students are the main body of classroom teaching, and classroom teaching should be based on serving the growth and development of students. Teachers should fully understand the actual situation of students, including students' cognitive level and ability level, and also understand the characteristics and problems of students' current ideological understanding, seize the key and find the breakthrough point.

Secondly, starting from the structural system of subject knowledge, based on students' learning needs and growth and development needs, we should fully consider how to fully tap the significance of subject knowledge and serve the growth and development of students.

Third, when designing classroom teaching, teachers should fully consider their own advantages and disadvantages, make full use of their own advantages, mobilize their own potential, and fully display their strengths and styles in classroom teaching.

Fourth, the generation of classroom teaching is likely to exceed the teacher's preset, which requires teachers to exert their educational wisdom and make appropriate adjustments in time. Teachers should be psychologically prepared, analyze some uncertain possibilities in advance and put forward corresponding adjustment plans to deal with these unpredictable situations. These considerations should be properly reflected in the teaching objectives.

5. There is also a key factor that determines the level and quantity of teaching objectives. The time for a class is very limited. When designing teaching objectives, teachers should consider how to teach in a limited time.

How to understand the diversified "sea" of Chinese teaching objectives? Every text is an ocean with rich wisdom and ideological treasure, and "Hundred Rivers" is the source of students' thoughts. Just as we can't easily stop thousands of rivers from entering the sea, we can't stop students from understanding different texts. "The essence of education is to shape, perfect and develop people. What is a person? People are living individuals with flesh and blood, thoughts, feelings and personality. " And "different people have different opinions, and wise people have different opinions", how can we absolutely say that students' understanding is wrong? Maybe the starting point of their thinking is just ignored by our teacher! Therefore, we should treat students' "multiple interpretations" with a tolerant attitude, and even encourage them to make multiple interpretations, so as to stimulate their sparks of wisdom and gather a variety of ideas to reflect the connotation of the article! Most of the words used in middle school Chinese class are literary, and literary language is a descriptive language, which often has a vague meaning of "the smoke is cold and the moon is veiled". Due to the differences of readers' times, experiences and personalities, the interpretation of words is bound to be diversified. Some people say, "Literature is a sly lover, so guess for yourself. He highlighted it with obscurity and supplemented it with ellipsis. "

The purpose of reading is to obtain meaning, and the process of reading is the process of constructing meaning. This process actually includes two levels: first, students get information from words; On the other hand, students mobilize their own life experience and knowledge background and process the obtained information. Successful reading, as Gadamer said, has achieved "fusion of horizons". The level and angle of this "fusion" vary from person to person, which makes the multi-interpretation diversified, personalized and creative. Classics are enduring, on the one hand because of their own value, and on the other hand because of generation after generation.

The difference and connection between teaching objectives and learning objectives In the teaching process, especially in many teaching processes that use learning plans, many of our teachers show all the three-dimensional objectives in the new curriculum on the learning plans. How can we play the guiding role of goals? I think it is necessary to recognize the function of the goal and the operation principle of the goal. Distinguish the connection and difference between learning objectives and teaching objectives.

Teaching objectives refer to the expected results and standards that the subject of teaching activities should achieve in specific teaching activities. Teaching objectives specifically and accurately express the teaching tasks that teachers and students accomplish together at the end of the teaching process. Because it is preset, it is also a standard to measure the completion of teaching tasks.

Learning goal is the starting point and destination of learning. Establishing specific and clear learning goals is the primary learning task of every student. The clearer the goal, the more suitable it is for his actual situation, and the more successful his efforts in learning action will be. Experience the joy of learning in success, and life will be full of vitality, * * * and meaning.

From the definition alone, we can clearly see that the teaching goal is a teaching task completed by both teachers and students. Learning goal is the ultimate goal of students through learning. Teaching objectives include students' learning objectives, and students' learning objectives should be a part of teaching objectives. Both are designed for students' study. Therefore, in the actual teaching process, I think we should pay attention to several issues whether we set teaching goals or learning goals.

First of all, we should pay attention to the long-term and short-term goals of a class.

In the actual teaching process, some teaching goals, such as emotion, attitude and values, cannot be achieved in one class or two. If it must be reflected in the study plan of each class, it is just a decoration. For another example, it is not possible for one or two experimental classes to cultivate students' ability to operate experiments. Therefore, in the process of setting goals, we should pay attention to the combination of long-term goals, semester goals and the goals of a class, and must not take long-term goals as the class goals of a class.

Second, the formulation of teaching objectives should be detectable and operable.

In the process of setting goals, if the goals we set cannot be operated and detected, such goals are actually useless. For example, our goal of the physical meaning of pressure: "understanding the physical meaning of pressure" is better than "telling the physical meaning of pressure".

Third, the formulation of teaching objectives should be concise and to the point, highlighting the key points of a class.

In the teaching process, due to the limitation of students' prior knowledge, course content and class hours, it is impossible to design every class to cover all the contents. Therefore, in teaching design, it is very important to highlight the key points of teaching content and set goals. The content should focus on the goal, so we should carefully design the goal for each class and try to be concise and clear. If each of our three-dimensional goals has two, then they add up to six, which students can't fully understand and can't play the role of goal pointing.

In the teacher's teaching design, it should be the teaching goal set by the teacher, and the teacher should make clear what the task of this class is. Standardize your own teaching process with the set teaching goals. In the case of students' learning plan, students' learning goals should be clearly and concisely given, so that students can see at a glance and guide them to move closer to this goal in the learning process until they finally achieve their learning goals. Proper formulation of teaching objectives and learning objectives will definitely make teaching more efficient and orderly.

What is the relationship between teaching content and teaching objectives? The difference between curriculum objectives and teaching objectives;

Different meanings:

1) Curriculum standards usually include several internally related standards, mainly including content standards (defining learning areas) and achievement standards (stipulating the level that students should reach in a certain field).

The curriculum in a broad sense is aimed at the relationship between education and society, with a relatively large perspective and covering all levels. Including "educational policy", "educational purpose", "training goal", "course teaching purpose" and "teaching goal";

2) Teaching objectives generally put forward the expected objectives of a class from four aspects: scientific inquiry, emotional attitude and values, scientific knowledge and scientific and technological social environment.

Or it can be understood as: the curriculum goal is the criterion guiding the whole process of curriculum setting, arrangement, implementation and evaluation, and it is also the embodiment of the nature and concept of the curriculum itself;

Teaching objectives are teaching objectives and requirements, which refer to teachers' expectations of students' learning results in course teaching. Through a specific teaching process (such as a class), students' learning results can be the formation or acquisition of some knowledge, some skills, some concepts and attitudes.

2. Different guiding objects:

Curriculum objectives guide the whole curriculum; The teaching goal is only to guide the process of a class. There is a difference in the scope of guidance between the two.

3. Different degrees of generalization:

The curriculum goal is abstract, which is the guidance to the macro view of science curriculum; Teaching objectives are more specific, which is the requirement for teaching details.

4. Different implementers:

1) The implementation subjects of curriculum objectives involve education management departments, curriculum guidance institutions, teacher training bases, editors of textbooks and teaching reference books, professional teachers and teaching assistants in schools, and all students receiving curriculum education.

2) The main body of teaching objectives only includes professional teachers, teaching assistants and all students receiving course education. The implementation subject of curriculum objectives is wider.

5. Different degrees of flexibility:

1) The course objective is often the result of discussion and deliberation organized by relevant experts by the national education administrative department. Once determined, it will not be easily changed and has a certain guiding role.

2) Teaching objectives are often determined by teachers according to their own understanding of the course and the actual teaching situation, and the teaching objectives of a class or even a teaching activity can be flexibly adjusted.

The close relationship between the two:

Propose or designate on the same basis.

On the basis of the scope of the syllabus and the depth of the textbooks in each subject, both of them should obey and serve the overall goal of cultivating new people.

2.？ Teaching plays the same role.

Both of them are the starting point and destination of the teaching process, and play an important guiding role in implementing the teaching syllabus, making the teaching plan, organizing the teaching content and clarifying the teaching direction.

3.？ Curriculum is the core of school education, and curriculum objectives guide daily teaching work; Teaching is the main way to implement the curriculum goal, and the teaching goal is to refine the curriculum goal.

How to understand the non-correspondence between teaching objectives and teaching contents? The content cannot achieve the implementation of the goal.

According to students' psychological characteristics and actual situation, we should flexibly use various teaching skills and methods to give full play to the adjustment and organization ability of classroom teaching; Master modern educational technology and apply it freely in continuing study and practical teaching; Consciously strengthen Chinese and foreign cultural accomplishment and broaden knowledge.

How to better reflect the guiding role of teaching objectives is the starting point of classroom teaching, which determines the arrangement of teaching content, the selection of teaching methods and the implementation of teaching evaluation, and then determines the quality of classroom teaching. Therefore, teachers should attach importance to the guiding role of teaching objectives and think and act around the teaching objectives before, during and after class, which will help improve the efficiency of classroom teaching.

First, set clear goals.

To formulate teaching objectives scientifically and reasonably, we must first study the teaching materials carefully, understand the editors' intentions and grasp the characteristics of the text on the basis of thoroughly understanding the Chinese curriculum standards; Secondly, we should pay attention to the learning situation, according to the actual situation of the students in this class, formulate teaching goals that meet their acceptance level and needs, be targeted, and enhance the pertinence and effectiveness of the goals; Third, the formulation of teaching objectives must be specific and clear. The clearer the expression of teaching objectives, the easier it is to grasp in classroom teaching, and the higher the achievement rate of the objectives.

However, in teaching practice, many teachers are more casual when designing teaching objectives, and their words are too abstract. For example, a teacher designed the teaching goal of "Soul of Plum Blossom" as follows: (1) Learn new words and read the text with emotion; (2) Understand profound sentences and feel grandpa's attachment to the motherland. This target design seems correct, but if you think about it carefully, you will find it is too general and seems to be applicable to different texts. If you think about it carefully, it can be changed to: (1) can correctly read 12 new words such as "soul" and correctly write 14 new words such as "soul" and "wandering"; (2) Knowing that the author expresses his nostalgia for grandpa through five things, he can draw a sentence to describe grandpa's love for plum blossoms; (3) I will ask questions that I don't understand and discuss with my classmates;

(4) Read the text with emotion and experience grandpa's thoughts and feelings of infinite attachment to the motherland. The revised target design is easy to implement and test in classroom teaching.

Second, the implementation of the goal-throughout

"Write in the front and forget in the back" is a realistic portrayal of many teachers' attitude towards teaching objectives. In fact, the teaching goal not only restricts the general trend of teaching activities, but also determines the specific steps, methods and organizational forms of teaching. Therefore, when preparing lessons, teachers should take the teaching goal as the soul and the effective realization of the goal as the direction, and carefully preset the corresponding teaching links, such as reading, discussion, conversation and writing. And put the teaching objectives throughout the class's learning activities.

A teacher teaches the course "Creation", and one of the teaching objectives is to "initially feel the characteristics of antithesis". To this end, he designed the following learning activities in the arrangement of the teaching process: first, pair up with students in the dialogue before class. The teacher said "heaven" and gave birth to "earth"; The teacher said "the sky is high" and the students said "the ground is thick" is right; The teacher said "Forever" and gave birth to "Forever". The second is to arrange the learning link of "reading the text for the first time and knowing duality". First, the teacher shows "left-handed chisel, right-handed axe", and the students observe and read the sentences aloud. Then, gradually guide them to discover the characteristics of this sentence, such as the same structure before and after, the relative meaning of words, the phase of words and so on. Then, students can find similar sentences from the text, such as "things that are light and bright rise all day;" Heavy and turbid things slowly sink and become the ground. " The sky no longer rises and the earth no longer thickens. "These preset teaching links can make students fully understand the characteristics of antithesis. In this way, the teaching objectives have been reflected in the learning activities, and its practical achievements have been effectively guaranteed.

Third, achieve the goal-flexible and solid.

Paying attention to teaching objectives is helpful for teachers to consciously control the whole process of teaching activities, so that all teaching and learning activities are closely focused on the realization of teaching objectives, thus improving teaching efficiency. However, classroom teaching is a dynamic and open process, and many teaching details are unpredictable. Therefore, teachers should be good at dealing with the relationship between presupposition and generation, making classroom generation under the control of the teaching process and towards the teaching goal, so as to implement the teaching goal firmly and flexibly.

Students' questions are sometimes not within the scope of teachers' preset, which is related to the achievement of teaching objectives. At this time, it is necessary for the teacher to guide the students to discuss this problem. For example, a teacher participated in the top bowl boy, and a student asked, "The boy in the text is performing alone. Why does the article say' this is really a thrilling struggle'? " At this time, some students also said, "Efforts have rivals, just like competitions in sports meetings. However, there is only one teenager here, and it is not appropriate to use' hard work'. " The above questions seem ordinary, but they are closely related to the understanding of the text content. So the teacher threw the question to the students for discussion. Students think positively with their brains. During the communication, everyone realized that the "struggle" here and the "struggle" and "battle" behind it actually refer to a psychological war. The opponent is a teenager himself, and success or failure depends on an idea-whether you have the courage to persist. In this way, with the help of the generated problems, after some discussion and exchange, the in-depth understanding of the theme of the text is skillfully solved, and the teaching objectives are effectively realized.

Fourth, reflect on the goal-comprehensive and in-depth.

Whether a teaching goal is reasonable and effective is ultimately tested by teaching practice and measured by teaching effect. If the students' feedback after learning is good and basically meet the target requirements, it shows that the design is in line with the learning situation and effective. On the other hand, if the implementation result is far from the pre-design, then we should return to the original goal and reflect on what went wrong in the next step and how to improve it.

There are two main aspects of reflective teaching objectives: first, whether the determination of reflective objectives meets the requirements of teaching materials and learning conditions, and whether it exceeds the annual objectives and students' acceptance level; The second is to reflect on whether there is deviation in the implementation of the goal and whether the students' actual learning activities deviate from the preset teaching direction. In this way, through design-implementation-feedback-improvement and continuous practice, teachers' ability to design and implement teaching objectives will become more and more mature, thus improving classroom teaching and improving teaching effect.

Teaching objectives and requirements are very important. It not only reflects the requirements of the state and society for primary school mathematics teaching, but also is the primary problem that needs to be clarified in preparing lessons and attending classes. It determines the teaching content, structure, teaching method and teaching organization form of a semester, a unit and a class, and plays a guiding role in primary school mathematics teaching.

(A) teaching objectives and requirements should be comprehensive

In the classroom teaching of primary school mathematics, we should not only consider the objectives and requirements of basic knowledge of mathematics, but also consider what ability to cultivate in combination with the basic knowledge of mathematics in this class, what ideological and moral education to carry out in combination with the content of this section, and what good study habits to cultivate. In addition, we should pay attention to emotional requirements, such as cultivating students' interest in learning mathematics and cultivating students' positive attitude towards mathematics learning. This can make several teaching tasks play a complementary role.

(B) teaching objectives and requirements should be appropriate

This is an important aspect of optimizing teaching objectives and requirements. Too high or too low teaching objectives and requirements, or unclear priorities, will affect the smooth completion of a teaching task.

1. Appropriate objectives and requirements should be put forward according to the status of teaching materials, the order of arrangement before and after and the acceptance of students.

In terms of a unit, such as the understanding and addition and subtraction of numbers within 10, it is mainly to let students have a clear understanding of the concept and composition of numbers within 10, know the meaning of addition and subtraction initially, and be able to skillfully calculate the addition and subtraction operations within 10. As for the application problem teaching, it is still in the preparatory stage, and only some application problems represented by pictures appear. Ask the students to look at the picture and answer the teacher's question: What is the picture talking about, what is it for and how to calculate it. If students are required to write complete application problems independently, many students will find it difficult, which will inevitably take up a lot of time, but will weaken the basic training of addition and subtraction within 10.

For a class, such as teaching 9 plus several in the first class, students are mainly required to master the method of rounding 10 and correctly calculate the number of 9 plus several. Students should not be required to calculate fast, let alone faster than anyone else. This will make underachievers nervous, and things that could have been done right will also be done wrong. In the following classes, students should gradually improve the requirements for calculation speed on the basis that they have mastered the methods and calculated correctly. Even so, the speed should not be too high. For example, by the end of the first semester, most students can do 10 questions every minute (write a few words casually).

2. Teaching objectives and requirements should conform to children's cognitive laws and development level.

According to the research of psychologists, an important cognitive rule of children is from action, perception to representation to concept and law. Children of different ages have different cognitive levels. For example, junior students mainly think in concrete images, and the development level of abstract generalization ability is still relatively low. When teaching practical problems, it is mainly through operation and intuition to understand the meaning of the problem and analyze the quantitative relationship. It is not appropriate to teach students abstract and generalized terms and problem-solving formulas. Otherwise, students don't understand, which not only increases the learning difficulty and wastes time, but also easily forms the bad habit of memorizing. For example, the teaching of integers, decimals and fractions in middle and high grades is elementary arithmetic, so it should not be too complicated. With the development of modern computing tools, it is not only unnecessary to do mixed operation problems with too many steps, but also practice shows that the calculation error of students increases a lot with each step of operation, and it takes a lot of time to achieve proficiency. According to the mathematics syllabus of compulsory primary schools, it is more appropriate to give priority to two or three steps in elementary arithmetic, generally no more than four steps.

3. Teaching objectives and requirements should be graded according to the characteristics of mathematics content and the laws of educational psychology.

According to the research of educational psychology, knowledge learning is basically carried out in the following order: understanding, maintaining and using. The understanding here can have different degrees and levels in different learning stages. Generally speaking, it is necessary to go through a process from a low-level simple understanding (or preliminary understanding) to a high-level complex understanding. Then on the basis of understanding, after some practice and review, the learned knowledge is preserved. Further apply what you have learned to solve problems. Some psychologists divide the learning stages into eight stages, such as Gagne in the United States, in the same order as above. This teaching rule is basically suitable for primary school mathematics learning, but it also has its own characteristics. This is mainly because the understanding and maintenance of knowledge cannot be separated from practice. Green, an American, pointed out in the book Primary School Mathematics-Teaching Activities and Materials that "proficiency, especially memory, can only be achieved through a lot of practice." "... thinks that if students fully understand a calculation method, their proficiency will automatically come into being. Facts have also proved that this is an inappropriate view. ""Practice should be used as a means to strengthen the already understood concepts. "This shows that no matter how to understand or memorize the knowledge of primary school mathematics, there is a gradual development process, which is closely related to practice. Therefore, when dividing the level of primary school mathematics teaching objectives and requirements, it is necessary to conform to the laws of educational psychology and consider the learning characteristics of primary school mathematics. The teaching requirements of compulsory primary school mathematics syllabus are divided into four levels: knowing, understanding, mastering and applying, and the teaching requirements of skills are divided into three levels: knowing, being more skilled and being proficient. In some areas, the first level of knowledge teaching goal is "back", which is worth studying. It does not conform to the division of learning stages by educational psychology, nor does it conform to the learning characteristics of mathematics. It is also easy to guide students to remember the definition, rules and formulas of concepts, which is not conducive to improving the quality of mathematics teaching in primary schools.

4. Teaching objectives and requirements should be adapted to the individual differences of students.

According to psychological research, children's abilities, personalities and interests are different due to different congenital, environmental and educational conditions. In the study of mathematics, not only the process of understanding and mastering mathematical knowledge is fast or slow, but also the ability of calculating and solving problems is high or low. Therefore, when drawing up teaching objectives and requirements, on the one hand, the basic requirements of * * * are put forward according to the mathematics syllabus of compulsory primary schools; On the other hand, pay attention to some flexibility to adapt to the individual differences of students. For example, for poor students, under the condition that the basic requirements of * * * remain unchanged, they should be allowed to study more hours than ordinary students and gradually meet the basic requirements of teaching. In particular, it is very difficult to ask a new class 100% students to understand and master some difficult knowledge. Teachers can put forward different requirements according to the difficulty of knowledge and the specific situation of students. At the same time, pay attention to the learning situation of poor students in teaching, be aware of it, and give appropriate help and guidance, so as to shorten the gap with ordinary students and gradually meet the basic requirements of * * *. For students who have spare capacity, they can also raise some requirements appropriately. For example, teach such an application question: "Xiaohua has five story books, and Xiaoming's story books are three times as big as Xiaohua's." How many books do two people have together? " Say the general solution. When practicing, students who have spare capacity can think about the different solutions. In this way, according to the differences of students, putting forward different requirements appropriately is conducive to mobilizing the enthusiasm of all students in learning mathematics, so as to better complete teaching tasks in less time.

Once the teaching objectives are determined, teachers can choose appropriate teaching methods according to the teaching objectives. For example, the teaching goal is to let students master the basic knowledge, and teachers can choose the explanation method; The teaching goal is to make students transform the rules of addition operation into skilled operation skills, and teachers can choose the practice methods; If the teaching goal is to make students change their original attitudes and concepts, teachers can choose to discuss and so on.

Second, teaching objectives are the basis of teaching evaluation;

Teaching evaluation is a process of evaluating whether each student has reached the prescribed teaching goal against the predetermined teaching goal. After teaching evaluation, if the students' learning results reach the predetermined teaching objectives, a complete teaching process will be completed. On the basis of this learning result, we can establish new teaching objectives and start the next round of teaching. If, after evaluation, students' academic achievements have not reached the predetermined teaching objectives, they should be given remedial teaching until the established teaching objectives are achieved.

Thirdly, teaching objectives have the function of guiding students' learning;

The teacher's teaching is for students' learning. Teaching itself is a process of systematically providing external conditions for learning and promoting students' learning. At the beginning of teaching, teachers clearly tell students the teaching objectives, which will help guide students' learning, stimulate students' learning motivation, and focus students' attention on the learning objectives to be achieved.