Question 2: How to effectively formulate and implement teaching objectives and effectively implement classroom teaching objectives; Teaching goal is the direction and purpose of education and teaching, which is implemented by teachers; First, the scientific establishment of teaching objectives is the premise of teaching success; The goal is the soul, the goal is similar to the positioning of tourist spots, and the positioning is accurate; We should also consider the needs of future life, "how to pick better fruits"; The design of teaching objectives closely revolves around the teaching content and is based on curriculum standards and courses; Scientific and reasonable teaching objectives are the most important part of the teaching plan. Secondly, the effective implementation of the teaching process is the key to achieve the teaching objectives; teaching
Effectively implement classroom teaching objectives
Teaching goal is the direction and purpose of education and teaching, the compass for teachers to implement teaching and the guiding light for students to learn. At present, the teaching objectives of information technology in primary and secondary schools generally adopt the trinity teaching objectives, namely, knowledge objectives, skills objectives and emotional objectives, and pay attention to the improvement of information literacy. The teaching goal is realized from presupposition to generation through the teaching process, * * * burns in the teaching process, the ability is formed in the teaching process, and the wonderful is created in the teaching process. The goal of knowledge is to enable students to master the basic knowledge of information technology, understand the development of information technology and understand the profound impact of its application on human daily life through the study of information technology courses. The ability goal focuses on solving the problem of students learning information through information technology courses, cultivating students' ability to obtain information, process information, apply information and transmit information, cultivating students' ability to learn and discuss other courses by using information technology, and cultivating students' innovative spirit and practical ability; The emotional goal should be to cultivate students' strong interest in information technology, educate students to correctly understand and understand the cultural, ethical and social phenomena related to information technology, and use information technology responsibly.
First, the scientific establishment of teaching objectives is the premise of successful teaching.
The goal is the soul. Setting goals is similar to the positioning of tourist spots. If the positioning is accurate, it will be easy to achieve, otherwise it will go to the other side. As an independent information technology course, the establishment of its teaching objectives should adhere to the principle of "accuracy, practicality, detail and distance". Accuracy means accuracy and moderation. First of all, we must choose the scenic spots that suit us. The teaching objectives should not be set too high or too big, nor too low or too small, which is difficult to achieve and generate motivation. According to the curriculum standards and objectives, comprehensive consideration, appropriate and accurate positioning; Reality is seeking truth from facts, and the determination of tourist attractions should be based on personal hobbies and some actual situations. Starting from reality, the teaching objectives should naturally be combined with the actual disciplines and students' learning conditions, in line with students' age characteristics and cognitive laws; Fine, that is, specific and clear, reflecting different emphases. From three dimensions, process and method are strategies, knowledge and skills are the foundation, and emotional attitudes and values are sublimation; If it is far away, it can be sustainable. Teaching objectives should be designed according to students' personal growth needs and social development needs, so that the objectives are close to students' recent development fields, and "let students reap the fruits by leaps and bounds".
We should also consider the needs of future life, "how to pick better fruits" to maintain sustainable development.
The design of teaching objectives closely revolves around the teaching content, according to the curriculum standards and objectives, according to students' existing life experience, ability foundation and existing learning level, combined with the teaching practice, students-oriented, improve information literacy, and determine the teaching objectives from three dimensions.
Scientific and reasonable teaching objectives are the most important part of the teaching plan, and the teaching plan is an important link to implement the teaching process and complete the teaching objectives. Everything is established in advance, and it is abolished if it is not foreseen. Planning is a kind of presupposition. Making a feasible plan should be based on teaching objectives, teaching contents and students' reality, which is similar to the road map of one's own travel, with goals, links and time sequence.
Second, the effective implementation of the teaching process is the key to achieve the teaching objectives.
The teaching process is similar to tourism, and the three basic elements corresponding to "scenic spots, tour guides and tourists" are "subject content, teachers and students". The effective implementation of the teaching process is a process in which teachers guide students to explore the learning content independently and cooperatively and complete the teaching objectives. After the goal is achieved, there is a result, and the result is achieved through the process. In the implementation of teaching, we should not only pay attention to the results, but also pay attention to the process, which is more important than the results.
1. Implementing the knowledge goal-cultivating students' solid theoretical foundation.
Knowledge goal generally belongs to the mastery of some concepts, which generally includes computer knowledge such as noun explanation, algorithm description, basic principle and basic operation, and belongs to what students should know. Teachers have different ways to make students master this knowledge. Most teachers use the method of reviewing and summarizing questions before the end of the course, and some teachers send out ...
Question 3: How to set teaching objectives scientifically and reasonably? The so-called teaching and research in the school is actually just the emperor's new clothes.
If you believe it, you will be stupid.
Don't believe it, but use these things to evaluate professional titles and raise wages.
Not bad.
Question 4: 1 1.7 1 How to set the classroom teaching objectives? Attaching importance to the determination of teaching objectives can provide relevant basis for teachers to choose teaching materials, means and methods, scientifically evaluate teaching effects, and also provide clear learning direction for learners. The determination of teaching objectives will inevitably determine the design of teaching, including: the choice of learning materials; Determine the learning method; Creation of learning situation; Similarly, the determination of teaching objectives will inevitably determine the implementation of teaching, including: teaching process; Allocation of time; Obtain and select the resources generated in the classroom; Standardization of classroom teaching; Therefore, classroom teaching must attach importance to the determination of teaching objectives. Teaching goal is not only the starting point of classroom teaching, but also the destination of classroom teaching. Second, the basis for setting teaching objectives 1. Curriculum standards are guiding documents, and the ideas, objectives and implementation suggestions in them have important guiding functions and should be carefully studied. 2. study textbooks. 3. Know the students. Third, how to set the teaching objectives 1. To set teaching objectives, we should pay full attention to students' development and set practical teaching objectives from three dimensions. 2. The formulation of three-dimensional goals in each class should be specific and targeted. 3. Setting goals should grasp the teaching objectives as a whole and have a clear level. From a macro point of view, from the course goal to the stage goal, to the unit goal and the goal of a class. 4. The set goals should be mathematical and developmental. Reflection: With clear and specific objectives, we can better create teaching situations, design teaching links, use teaching resources, grasp teaching generation, evaluate teaching effects and so on.
Question 5: How to design the teaching objectives of primary school science When it comes to teaching objectives, teachers must be familiar with them. Every class is inseparable from teaching objectives-in the scientific "teacher's book", textbook writers set teaching objectives for each class; In the teacher's teaching plan, we first determine the teaching objectives.
Indeed, the design of classroom teaching objectives is the primary link for teachers to design classroom teaching. Specific to a class, teaching objectives not only guide teachers' teaching and students' learning, but also are the most important basis for classroom teaching evaluation. Other aspects of classroom teaching design, such as the organization of teaching content, the choice of teaching strategies, the arrangement of teaching process, etc. , must meet the teaching objectives, and ultimately promote the realization of teaching objectives. However, in actual teaching activities, our attitude towards teaching objectives is very complicated: on the one hand, we know its importance, on the other hand, we regard it as a decoration and only go through the motions in teaching design. When designing goals, it is impossible to be ambitious and comprehensive. Or flashy, general, there is no clear direction. What are the specific functions of teaching objectives? How to design reasonable and effective classroom teaching objectives?
First, what is the goal of classroom teaching?
The so-called classroom teaching goal refers to the learning results that students expect for specific teaching content, specific student groups and specific teaching situations at the normal classroom teaching level. "Through a specific teaching process (such as a class), students' learning results can be some knowledge, some skills, or the formation or acquisition of some concepts and attitudes." (Note: Interpretation of Science Curriculum Standards for Full-time Compulsory Education (Grade 3-6), Hubei Education Publishing House) In short, the classroom teaching goal of science in primary schools is teachers' preset requirements for students' scientific learning results, which not only makes teachers know "why to teach" but also makes students understand "what to learn".
In the new curriculum, the Science Curriculum Standard for Full-time Compulsory Education (Grade 3-6) (hereinafter referred to as the curriculum standard) stipulates the overall goal and sub-goal of the science curriculum goal. Primary school science course, as a science enlightenment course, aims to cultivate students' scientific literacy. The basic elements of scientific literacy include the accumulation and application of scientific knowledge, the understanding and practice of scientific inquiry process and method, and the cultivation of scientific emotional attitude and values. Accordingly, classroom teaching objectives are often expressed in the form of three-dimensional sub-objectives ("knowledge and skills, processes and methods, emotional attitudes and values", or "scientific knowledge, scientific inquiry, emotional attitudes and values").
Here, the following points should be made clear.
1. Classroom teaching objectives are not the same as curriculum objectives.
The course goal is the predetermined learning result that students are required to achieve through the study of a certain course. Curriculum objectives guide the construction of the whole curriculum and determine the setting, arrangement, implementation and evaluation of teaching content. As far as the goal of primary school science curriculum is concerned, it focuses on changing the scientific literacy of primary school students through the study of science curriculum. Its main actors should be curriculum designers, managers, textbook writers, and related school teachers and students.
However, classroom teaching is aimed at a specific teaching process (such as a unit, a class, an activity, etc.). ). This paper mainly takes a class as an example. As far as the goal of science classroom teaching in primary schools is concerned, it focuses on students' learning achievements in teaching activities, including the acquisition of scientific knowledge, the training of inquiry skills and the formation of scientific concepts and attitudes. Its main actors should be science teachers who perform teaching tasks and students who receive science education.
2. The specific content standard of the course is not equal to the classroom teaching goal.
The specific content standard in curriculum standards is the concretization of curriculum objectives, but it is not a detailed and targeted teaching objective. Therefore, we should not directly replace the corresponding teaching objectives with specific content standards, but design the teaching objectives according to the curriculum objectives, specific content standards and teaching practice. For example, the course "Food Chain" only takes "understanding the meaning of food chain" in the specific content standard of "Curriculum Standard" as the teaching goal, which is obviously not comprehensive and specific enough. In fact, when compiling teaching materials, a lesson often contains many departments in the specific content standard of the curriculum standard. & gt
Question 6: How to set scientific and effective activity goals;
First, based on students' learning situation.
Second, take teaching feedback as a means.
Third, it is necessary to consider the differences between students.
Making teaching objectives reasonably and accurately is the most important thing in teaching. Teachers should pay special attention to the formulation of teaching objectives. On the basis of in-depth analysis and grasping the contents of the textbook, we should scientifically determine specific and clear teaching objectives according to the unit teaching objectives in the textbook and the relevant contents in the new curriculum standards. At the same time, they should go deep into the student groups, understand their learning situation, pay attention to individual differences and give more teaching feedback to achieve their goals.
Question 7: How to determine the effective teaching goal Teaching is a purposeful and planned activity. Teaching goal refers to the teaching achievement that teachers and students achieve through planned teaching process, which is the key to promote effective classroom teaching. However, there are still quite a few science teachers who lack sufficient understanding of the role of teaching objectives and how to formulate effective teaching objectives. 1, lack of understanding of the role of teaching objectives. Although some set the teaching goal of a class as required, they don't understand the function of the teaching goal, and teaching is not carried out around the goal. Or only the process, no goal, teaching is very casual. 2. The course objectives and teaching objectives are unclear. When setting the teaching goal of a class, it is not specific enough, and the content of the course goal is often set as the teaching goal of a class. Such as "cultivating students' innovative spirit and practical ability" and "experiencing the process of scientific inquiry". The problems existing in teachers' understanding and formulation of teaching objectives directly affect the effectiveness of classroom teaching. In classroom teaching, to improve the effectiveness of classroom teaching, teachers should have a clear understanding of the role of teaching objectives, the relationship between curriculum objectives and teaching objectives. Only by mastering the method of goal setting and formulating practical teaching goals can we effectively improve the quality of classroom teaching under the guidance of goals. First, correctly understand the function of teaching objectives. The functions of teaching objectives can be summarized as: guiding students to learn, guiding students to teach, and guiding the measurement and evaluation of learning results. Second, carefully design, formulate effective teaching objectives 1, set reasonable and feasible teaching objectives to consider first, consider the subject curriculum objectives, such as the primary school science curriculum objectives is to cultivate students' scientific literacy. Scientific literacy includes scientific knowledge, scientific process and method, scientific emotional attitude and values, so three dimensions of scientific curriculum objectives should be considered when formulating scientific teaching objectives. Second, consider what types of goals are suitable for the current teaching tasks; Thirdly, because the learning of systematic knowledge, intelligent skills and cognitive strategies can be mastered in a short time, it needs to go through several stages, so we should not only consider the types of goals, but also consider the learning stages of each goal. Fourthly, we should consider the feasibility of the goal according to the original knowledge base and intelligence level of the students we teach. 2. Requirements (1) The formulation and description of teaching objectives should be comprehensive, specific, appropriate and measurable. Comprehensiveness means that the formulation of teaching objectives should take into account three-dimensional objectives; Specifically, the formulation of teaching objectives should be based on the specific objectives in the teaching content and curriculum standards, so that students can understand what they should do and what they will do after reading them; Suitability refers to the actual situation of students, considering their development. (2) The teaching goal is to expect students' learning results, which should be stated by what students can say or do after learning, and try to avoid using vague words such as "what do you know" and "what do you understand" to state the goal. (3) The subject of the goal is the student, not the teacher, so the word student should be omitted in the statement of the goal. There can't be such sentences as "cultivate students' ability to …" and "let students … do something", because the actors in these sentences are teachers, not students. 3. The relationship between the three-dimensional goal and the teaching goal. After the goal of "knowledge and skills" is determined, it is necessary to further study and analyze how this kind of "knowledge and skills" is obtained, what kind of scientific inquiry process and method need to be used, and determine the goal of "process and method" according to the students' existing knowledge, experience and cognitive ability. Finally, according to the "knowledge and skills" and "process and method" of this class, we can determine what emotions can be infiltrated and cultivated in this class and what attitude we should have towards science.
Question 8: How to set standard classroom teaching objectives? Classroom teaching objectives should include "four elements": (1) The subject of behavior must be students, not teachers; (2) Behavior verbs must be measurable, evaluable, specific and clear, otherwise they cannot be evaluated; (3) Behavioral conditions refer to specific restrictions or ranges that affect students' learning results, and provide reference for evaluation; (4) Achievement refers to the lowest achievement level that students expect to achieve after learning, which is used to evaluate the degree of academic achievement or learning results. Taking the teaching goal of A Set of Composition Design by Tang Maolong as an example to express the teaching goal, it is considered that the scientific and standardized expression of the teaching goal needs to achieve the following four points: (1) The actors are all students, stating the students' learning achievements, that is, what the students will do or will do through teaching. Instead of expressing what teachers should do. (2) Behavior verbs (such as speaking, describing, modifying, writing, etc. ) the use is concrete and clear, which can directly reflect students' activities and make the teaching objectives observable and detectable. It overcomes the fuzziness of traditional methods to express teaching objectives. (3) The behavioral conditions are clearly stated and standardized, such as "according to the appearance and behavioral characteristics of small animals", "according to the suggestions of teachers and classmates" and "by describing the appearance, language, movements and psychology of characters". These expressions not only reflect the process and methods in teaching objectives, but also combine the requirements of learning objectives, providing reference for evaluation. (4) finally.
Question 9: How to scientifically set the collective teaching objectives of kindergartens? The goal of kindergarten teaching activities is the expectation of educators for children's learning and results in a certain learning period, and it is the concretization of kindergarten education goals. The activity goal is the compass of kindergarten activities and the starting point and end point of activity design; It is not only the basis for selecting the content, organization and teaching strategy of activities, but also the standard for evaluating activities. Obviously, the determination of teaching objectives is a very important link in the teaching process. For pre-school educators who organize and implement educational activities, the author has some thoughts on how to formulate scientific activity goals so as to promote the development of young children, and I hope to discuss with you.
First, the goals of kindergarten education activities should be guided by the goals of various fields in the syllabus.
It is pointed out in the Kindergarten Guidance Outline that the goals of kindergarten education should be guided by the goals in various fields stipulated in the Regulations on Kindergarten Work and the Outline, and combined with the development level, experience and needs of children in this class.
The object of kindergarten education is children aged 3-6, which is a critical period of individual development and has strong plasticity. Its physical and mental development needs scientific education to develop healthily. The educational objectives in the outline are formulated through comprehensive analysis and research according to different aspects of individual development and the unified content and development characteristics in different periods, which has strong scientific guidance. For example, the middle class activity "a summer tour of Jinan" is an activity focusing on society. This activity can set goals according to the overall goals in the social field in the Outline and the age characteristics of middle-class children. That is, goal one: train children to understand and abide by the traffic rules of walking on the sidewalk when crossing the road; Goal 2: By appreciating the unique "spring" in Jinan, children's social feelings of loving their hometown will be germinated; Goal 3: Improve children's ability of self-solving and mutual cooperation during traveling (for example, during traveling, some children are unwell, and their peers should give them comfort and care, etc.). ), these are all based on the overall social goals.
Second, the goal of kindergarten education activities should be based on the characteristics and cognitive laws of children's physical and mental development in this class.
Gesell, a famous American psychologist, once did an experiment of "twins climbing stairs". In this experiment, twins T and C: T started from the 48th week and trained for 10 minutes every day for 6 weeks. During this period, C did not do ladder climbing training, but began to do ladder climbing training from the 53rd week. According to his experimental results, C can catch up with T only after two weeks of ladder climbing training. Gesell's experiment shows that children's growth is restricted by physiological and psychological maturity mechanism, and children's physical and mental development has a certain order, which is determined by congenital factors. This development law is manifested in what children will do when they reach a certain age. For example, at a certain age, children can walk and climb stairs. Before this age, the body's ability in this area is still immature, even if it is trained in advance, it will be half the effort. The goal is too high, beyond the scope of children's ability, children can not achieve their own ability, can not complete the task, can not get a sense of success, lose interest; If it is lower than the child's actual level, the child will feel bored, physically and mentally exhausted, and lose the enthusiasm to participate in activities. Therefore, when setting the goal of teaching activities, it is necessary to combine the characteristics of children's physical and mental development at this stage and follow the principle of children's "nearest development zone". For example, one of the goals of the sports game "Carrying sandbags" in the activity textbook for small classes last semester was to inspire children to "walk" and carry sandbags with all parts of their bodies instead of "running". This is too difficult for small class children with poor physical coordination, and children will give up the game because sandbags always fall off their bodies during carrying, and lose confidence and courage to continue. For example, one of the goals of the big class health activity "Little Frog's Strong Skills" is to let children experience the essentials of jumping, practice different jumping methods and develop their jumping ability. If "practice different jumping methods" is removed, children simply experience the essentials of jumping, and children often play jumping games, which makes them lose interest in practicing jumping for a long time.
At the same time, the goal of educational activities should follow children's cognitive laws. According to psychological research, children's cognitive law is generally: action-perception-representation-concept. For example, the small class health activity "Little Turtle Crawls" aims at first understanding the characteristics of small turtles, and then understanding that small turtles crawl slowly and are characterized by crawling on all fours. One of the goals can be designed to guide children to learn to crawl with their hands and feet.
Third, the goal of kindergarten education activities should be based on the in-depth analysis of research materials and ... >; & gt