第三维目标.PPT

Book heart hand 形象图 评价 综合 分析 应用 理解 知识 Knowledge：Defines /describes/identifies /matches/names Comprehension：explains/paraphrases/summarizes Application：Changes /discovers/modifies/operatess Analysis：Diagrams /infers/outlines/relates/selects Synthesis：Categorizes/combines/creates/modifies Evaluation：Appraises/contrasts/describes Six Levels of the Cognitive Domain with illusive verbs Verbs Useful for Stating Learning Outcomes 例一： 人教版八年级语文《石壕吏》一课 教学目标设计 1．了解杜甫的生平和主要代表作。 2．准确理解字、词、句的含义。 3．活学活用课文中出现的生词。 4．分辨出古诗文中的虚实部分和实写部分。 5．获得怎样学习古诗的方法。 6．提高古诗词阅读和鉴赏能力。 例二： 《教学论》第7章 教学行为 [学习目标] 1.识记有效教学行为的概念。 2.了解教学行为的分类依据。 3.理解具体教学行为的作用。 4.反思传统教学行为的弊端。 5.明确有效教学行为的特征。 个性化 概念化 估价 反应 接受 Receiving：asks/chooses/gives/holds/identifies/locates Responding：answers/assists/compiles/discusses/helps Valuing：completes/describes/follows/forms/initiates Organizing：adheres/alters/arranges/combines/orders Characterize：acts/displays/modifies/revises Five Levels of Affective Domain  with illustrative Verbs 自然 清晰 准确 操作 模仿 Reflective movements: Blanks/Ducks Fundamental Movements: walks/runs/jumps Perceptive Abilities: Distinguish/discriminates Physical Abilities: strength/ flexibility/agility Skilled Movements: Serves/plays/dances/draws Non-discursive: Moves/dances/expresses/gestures Six Levels of Psychomotor Domain with illustrative verbs 五、当代西方教学目标的新变化 表达的变化与分类的变化: Teaching for what Changes to Bloom’s Cognitive Domain 回顾：Tyler’s ideas/泰勒原理 Questions: ask teachers 1.Why do we teach as teachers? 2.What should we teach to students? 3.How do we teach students? 4.How do we evaluate students’ learning? Principles WWHH Key words: objective, content, method evaluation/assessment 目标 内容 方法 评价 Teaching for Life 　(为了生存而教) Teaching for Skills 　 (为了技能而教) Teaching for Knowledge (为了知识而教) Teaching for Experience (为了经验而教) Teaching for Transfer