摘要
教学目标是教-学-评一致性的前提,依据课程标准制订。课程标准构建了由课程目标、内容要求、学业要求和学业质量等组成的目标体系。从课程标准课程目标、学业要求等到教学目标的转化需要理解课程标准不同目标要求的功能及其内在逻辑关联,需要厘清课程目标与教学目标之间的内在联系。在此基础上构建大概念统领的教学单元,综合与单元主题相关的内容要求、学业要求制定单元教学目标,再将其分解到各个课题/时中,通过逆向设计进一步考量教学目标表述的科学性,以确保用科学的目标引领教学、学习与评价。
Teaching objectives are precondition for consistency between teaching, learning, and evaluation, which based on curriculum standards. The new curriculum standard constructs “a series of goals” consisting of curriculum goals, content requirements, academic performance requirements, and academic performance standards. The transformation from “a series of goals” to teaching objectives requires an understanding of the functions and logical relationships of different goals of the curriculum standard as well as the logical relationship between curriculum objectives and teaching objectives. On this basis, the teaching unit led by the big ideas is constructed and the unit teaching objectives are formulated by integrating the content requirements and academic requirements related to the unit theme. Then they are decomposed into various topics objectives. Through reverse design, the expression of teaching objectives is further revised. To ensure that teaching, learning, and evaluation are guided by scientific goals.
作者
杨玉琴
倪娟
YANG Yu-Qin;NI Juan(School of Chemistry and Environmental Engineering,Yancheng Teachers University,Yancheng 224007,China;Jiangsu Academy of Educational Sciences,Nanjing 210013,China)
出处
《化学教育（中英文）》
CAS
北大核心
2024年第15期7-14,共8页
Chinese Journal of Chemical Education
基金
江苏省教育科学“十四五”规划重点课题(B/2022/01/27)。
关键词
新课程标准
教学目标
教-学-评一致性
课程目标
内容要求
学业要求
new curriculum standard
teaching objectives
consistency between teaching,learning,and evaluation
curriculum goals
content requirements
academic performance requirements
