What are the basic requirements that should be followed in the design of teaching objectives?

1) The proposed objectives should be clear and specific.

Only when the teaching objectives are clear and specific can teachers correctly choose teaching methods, properly organize the teaching process, and accurately evaluate the teaching results, and also enable teachers to clearly convey the intention of teaching to students, so that students can take the initiative to grasp their own learning process. Clear, specific teaching objectives should be directed towards specific learning outcomes.

The clarity and specificity of the teaching goal lies in the use of action verbs that can be observed or measured to describe the teaching objectives, this verb must point to an action, and words such as "understand", "master", "master", etc., should be avoided, because such words lack the specific prescriptiveness of quality and quantity. Words that are more suitable include "write", "enumerate", "compare", "classify", "choose from several items", etc.

Because students' attitudes and emotions are difficult to describe in behavioral terms, they are generally not used as the main evaluation point when formulating teaching monthly indicators. The relevant attitude and emotional goals can only be evaluated in a certain situation, using observable expressions as the basis for evaluation.

2) Formulate appropriate teaching objectives according to the teaching points of the subject.

According to the syllabus, teaching reference books and practical experience of teaching, carefully analyze the teaching content, and decompose the teaching content into clearly visible small knowledge units and ability requirements, and each teaching point should correspond to a teaching goal. According to the knowledge base and ability level of the students, according to the classification of teaching objectives, the level requirements of each goal are determined.

3) Teaching objectives should be flexible.

According to the requirements of the syllabus, grasp the basic standards (lower limit) and maximum standards (upper limit) of subject teaching in a period from a macro perspective, so as to prevent the teaching objectives from being too low or exceeding the curriculum. The lower limit of the teaching goal is the teaching requirement that every student must meet, which can enable students to understand what level they have reached to be considered basically qualified. The upper limit of the teaching goal is the highest teaching standard set for students who have spare time, and it acts as a motivation and guidance for students.

The formulation of teaching objectives should not only have unified requirements, but also pay attention to adapting to individual differences and have a certain degree of flexibility.

Practicality, simplicity, science.

The primary task of teaching is to determine the teaching objectives, which lay the foundation and provide a basis for the selection of teaching content, teaching methods, teaching links and teaching evaluation.

The determination of Chinese reading teaching objectives in primary schools needs to be based on a comprehensive understanding of students and based on specific learning. First of all, it is necessary to establish a holistic concept and promote the all-round development of students. Treat the "three-dimensional goal" as a whole, rather than as an independent "knowledge and ability", "process and method", "emotional attitude and values".

1.Knowledge and skill objectives: It is a description of students' learning results, that is, the results that students want to achieve through learning, also known as outcome goals. There are generally three levels of requirements for this kind of goal: to learn, to learn, and to be able to apply.

2.Process and method objectives: It is the procedure and specific practice of how students acquire knowledge and skills under the guidance of teachers, and is the goal of the process, also known as the procedural goal. This goal emphasizes three processes: learning by doing, learning by doing, and reflection.

3.Affective attitudes and value goals: It is the tendency and feeling of students after experiencing the process or result, and it is the subjective experience of the learning process and result, also known as the experiential goal. There are three levels of identification, experience, and internalization.

Summary: Knowledge and skill goals are the basis of process and method goals, emotional attitudes and values goals; Process and method goals are the carriers for achieving knowledge and skill goals, and emotional attitudes and values goals have an important role in promoting and optimizing other goals.

When setting teaching objectives, the following issues should be noted:

Goals must be clear and specific: Goals should not be too broad or general, but should be clear and actionable.

Objectives should be student-specific: Objectives should be matched to the student's abilities and interests, taking into account the diversity and diversity of the student. Segment fiber.

Objectives should be measurable and evaluative: Objectives should specify evaluation criteria so that teachers and students can measure whether the goals are being met.

Goals should be challenging: Goals should have appropriate challenges that inspire students' enthusiasm and confidence in learning.

The objectives should be matched with the course content: The objectives should be consistent with the course content to prevent the objectives from being detached from the actual teaching needs.

Objectives should be appropriate to the teaching environment: Objectives should take into account the constraints and conditions of the teaching environment so that the goals can be achieved.

Goals need to be harmonious: goals should be coordinated and mutually supportive to build an organic whole.

In short, when formulating teaching objectives, it is necessary to consider the characteristics, interests, abilities and diversity of students, so that they are suitable for the course content and teaching environment, and have appropriate challenges on the basis of concrete and actionable actions, so that they can be evaluated and measured whether they are achieved.

Teaching Objectives: It is the most concrete embodiment of the educational goal and the curriculum goal.

It is not focused on the long-term goal, nor is it the learning goal of a unit, but what to teach children to learn and develop in a teaching activity, so the goal is like a "signpost", which has a guiding role in the entire teaching activity and leads the smooth development of the teaching process.

When setting goals, you should pay attention to the following:

1. The content of the goal should be comprehensive.

It should promote the development of children's cognition, emotional attitudes and abilities. The general target content should include three aspects: cognition, ability, and emotion, and teachers should fully explore their multi-faceted educational value when analyzing teaching materials.

2. The goal setting should be suitable for the age characteristics of children.

Different children have different needs and experiences, teachers should study and grasp the actual level of physical and mental development, development needs and interests of the children in the class when setting goals, so that the teaching goals are in the children's recent development area, reflecting the appropriateness and individualization of the teaching goals, rather than blindly copying and copying.

3. The goal setting should reflect the characteristics of the discipline.

Although the current kindergarten advocates the integration of various disciplines and emphasizes the all-round development of children, whether it is subject teaching or comprehensive teaching, there are core values in the core areas, teachers should deeply analyze the knowledge system of specific teaching content when formulating goals, start from the field of teaching, tap its educational potential to promote the all-round development of children, and pay attention to the core values in this field, such as the core value of the language field is listening, feeling, understanding and expressing, different forms of language teaching, the focus is different; The core values in the field of science tend to be children's active learning, multi-sensory, multi-channel perception of things, and the stimulation of interest in things, etc., while the core values in the field of art are more inclined to the feeling and expression of beauty, and must not be for the sake of formal fancy, first think about the link and then set goals, or make a lesson into four different things like language, like **, like art, and like science.

Teaching objectives stipulate the direction of teaching activities, which is the basis for teaching activities and an important criterion for evaluating students. The link in teaching is not the goal; Activities in teaching are not goals; Evaluation activities are not objectives; Instructional strategies are not goals, instructional goals are the result of effective student learning. It is a change in ability and behavioral tendencies.

Common problems in the design of teaching objectives: subjective assumptions in goal design; The goal is unclear, vague and general; There are too many knowledge points in the goal; ...... the objectives are inconsistent with the teaching content.

How to design teaching objectives? In the light of Bloom's taxonomy of goals, we need to ask the following questions: Who learns? What to learn? How to learn? What have you learned?

The teaching objectives include multiple levels, multiple levels. There are four elements of the expression of teaching objectives: the first is subjectivity, the second is concreteness, the third is logic, and the last is directionality.

The actor of the goal description is the student, not the teacher; The action verb of the goal description must be measurable, evaluable, specific, and explicit.

Mastering the ideas and specific methods of teaching goal design is helpful for teaching. Based on the teaching objectives, dig deeper. Use high-order thinking skills and scientific education concepts to cope with future study, work and life.

Answer]: a, b, c, d

The basic requirements for the design of teaching objectives are: a combination of general and specific goals, a combination of collective goals and individual goals, easy to detect, and moderate difficulty. (Source: Introduction to Teaching Methods, Chapter 2).

The design of the teaching objectives is based on the following:For example, the core literacy of Chinese subjects includes language construction and application, thinking development and improvement, aesthetic appreciation and creation, cultural inheritance and understanding, so it is necessary to fully consider the requirements of these core literacies when formulating the teaching objectives of Chinese courses. Students are the beneficiaries of the goal of teaching and learning.

Therefore, the actual situation of the students is an important factor to consider when setting teaching goals. Including the student's age, cognitive level, hobbies, personality characteristics, etc., all need to be reflected in the teaching objectives.

Textbooks are important resources for teaching, and the content of textbooks is an important part of teaching objectives. When formulating teaching objectives, it is necessary to formulate teaching objectives that are consistent with the characteristics of the content of the textbook.

The design of the teaching objectives is based on the following aspects:

1.Educational laws and regulations and curriculum standards: The design of teaching objectives must follow the requirements of national education laws and regulations and curriculum standards formulated by educational administrative departments at all levels.

2.Students' realities: Instructional objectives must be designed based on a sensitive understanding of students' cognitive, emotional, behavioral, and developmental aspects, as well as students' interests, needs, and potentials.

3.Subject characteristics and textbook content: The design of teaching objectives must take into account the characteristics of the subject and the content of the textbooks, so as to ensure that the teaching objectives are consistent with the cultivation of subject knowledge and skills.

4.Social needs and development trends: The design of teaching objectives must pay attention to the needs and development trends of society, and cultivate students' ability to adapt to social development.

5.Requirements of education and teaching reform: The design of teaching objectives must conform to the direction and requirements of education and teaching reform, and reflect the concept of quality education.

6.Teachers' teaching ability and level: The design of teaching objectives should take into account the teaching ability and level of teachers to ensure that teachers can effectively achieve teaching goals.

7.Requirements for educational evaluation: The design of teaching objectives should be consistent with the requirements of educational evaluation, so as to ensure that the realization of teaching objectives can be tested by effective evaluation methods.

8.Educational resources and support conditions: The design of teaching objectives should fully consider the educational resources and support conditions of the school, and ensure that the realization of teaching goals is fully guaranteed.

The design of the teaching objectives is based on the following aspects:The design of the eggplant bucket logo for the teaching purpose:

1. Teaching objectives should be positioned on the expected learning outcomes of students;

2. The design of teaching objectives must be complete, reasonable and feasible;

3. The statement of teaching objectives should be as operationalized as possible.

The design of classroom objectives is an indispensable but often neglected part of our daily teaching, and mastering certain ideas and methods will play a great role in improving our teaching effectiveness.

The design of classroom teaching objectives is of great significance for classroom teaching activities. It stipulates the direction of teaching activities and is the basis for teaching activities; At the same time, it is also an important criterion for evaluating students' learning. These functions of teaching objectives determine that the design of teaching objectives must have certain ideas and methods.