Introduction
BroadCurriculumObjectives
Themeaningofcurriculumobjectivesinabroadsenseispositionedontherelationshipbetweeneducationandsociety,whichisaArelativelylargeperspective,coveringalllevels.Itistheeducationalintention,including"educationpolicy","educationgoal","traininggoal","curriculumteachinggoal"and"teachinggoal",andtheteachinggoalincludesgradeteachinggoal,unitteachinggoalandclasstimeteachinggoal.
NarrowCurriculumObjectives
Themeaningofnarrowcurriculumobjectivesispositionedintherelationshipbetweeneducationandstudentswithineducation,whichisrelativelynarrowandspecificFromtheperspectiveofglobalization,itscoverageisspecific,mainlyreferringto“educationalgoals”.Inanarrowsense,curriculumobjectivesdonotinclude"educationalpolicies",butonlyinclude"educationalobjectives","trainingobjectives","curriculumteachingobjectives"and"teachingobjectives".
Classification
Behavior-orientedgoals
Thegoalofbehavior-orientedcoursesistheexpectedlearningresultsofstudents.Ithasaguidingfunction,Controlfunction,incentivefunctionandevaluationfunction.
Thebehaviorgoalisspecificandclear,easytooperateandevaluate,anditismoresuitableforlearningcoursesthatfocusontrainingknowledgeandskills.Behaviorgoal-orientedcurriculumgoaltheoriesmainlyincludeTaylor'scurriculumgoaltheoryandBloomeducationgoaltaxonomy.
GenerativeCurriculumGoals
Generativegoalsarenotpre-determinedbytheoutside,butintheeducationalcontextastheeducationalprocessunfolds.Naturallygeneratedgoals,itfocusesontheprocessoflearningactivities,ratherthanfocusingontheresultsasbehavioralgoals.Considerthedifferencesinstudents'interestsandabilities,andemphasizetheadaptabilityandgenerativenessofthegoals.
ExpressiveCurriculumGoals
Expressivegoalsrefertotheindividualizedcreativeperformanceofeachstudentinvariousencountersineducationalsituations.Focusonstudents’creativespiritandcriticalthinking,suitableforcurriculumarrangementsthatfocusonstudentactivities.
Influencingfactors
(1)Theneedsoflearners
(2)Theneedsofcontemporarysociallife
(3)Disciplinarysystem
Specificgoals
Inordertoachievethetraininggoalsofthecurriculumreform,andatthesametimetoaddresstheshortcomingsinthecurrentbasiceducationcurriculummaterials,the"BasicEducationCurriculumReformOutline(Trial)"hasdeterminedSixspecificgoalsofthesub-curriculumreform.
1.Changingthecoursefunction
2.Adjustingthecoursestructure
3.Selectedteachingcontent
4.Improvingteachingmethods
5.Reformtheexaminationandevaluationsystem
6Rebuildthecurriculummanagementsystem
Example
ResearchstudyCourseObjectives
(1)Activelyobtaininformation;(2)Comprehensivelyuseknowledgeofvariousdisciplines;(3)Independentlyformulateresearchactivitiesplans;(4)UsescientificresearchmethodsSolveproblems;(5)Cangetvaluableresearchresults;(6)Caneffectivelydisplayrelevantresults;(7)Strongsenseofinquiryandinterest;(8)Formastrongsenseofscienceandsocialresponsibility./p>
Forexample,thelesson"TrashinLife"inthefifthgradecomprehensivepracticalcourseofelementaryschoolnotonlyrequireschildrentohaveacertainknowledgeandunderstandingofscientificgarbagedisposal,butalsoallowsthemtoconducttheirowninvestigationsandpersonallydisposeofgarbage.Classification.Thesearejusttheteacher'ssayingthatthestudentswillnotbeabletoperceiveandmasterthemwithoutpersonalexperienceandparticipation.Sothatthestudents'ideology,emotionalwill,spiritualrealmandotheraspectshavebeensublimated..
Inthefirststage,eachgroupofstudentscollected,sortedoutandanalyzedthedataingroupsthroughinvestigations,interviews,interviews,informationgatheringandotheractivities.
Inthesecondstage,undertheguidanceoftheteacher,thestudentsmadespecificarrangementsforinvestigation.Intheclassroom,throughthereportofsurveydata,studentsarearousedtothink,sothatmorestudentscanunderstandthepollutionofourenvironmentbygarbageinlife,whichhasagreatimpactonourhealth.Inspirestudents'enthusiasmforparticipatinginactivities.Atthesametime,cultivatestudents'abilitytousematerialsforpublicity.Throughthedesignofpublicityactivities,studentswillbetrainedtolearnhowtodividelaborandcooperate,toparticipateactively,tobewillingtobehave,andtoshareanattitudewithothers.
Thedesignofthiscomprehensivepracticalactivityclassisbasedonagroup.Throughactivities,studentswalkedoutofschoolandcontactedthesociety.Theyactivelyexplored,felt,andpassedonculturethroughindependenceandcooperation.Afterall-roundexercise,youcantrulybecomethemasteroftheactivity,satisfythechildren'scuriosity,increasealotofextracurricularknowledge,andenablestudentstodeveloppracticalskills,teamspiritandinterpersonalskillsintheprocessofindependentcooperationandexploration.Ifeelthehappinessandjoythatthebeautifulenvironmentbringstothepeople,enhancetheprideofbeingaZepuperson,andhaveagooddesiretocarefortheenvironmentandprotecttheenvironment.
Intheimplementationofactivities,teachersofcomprehensivepracticalactivitycoursesshouldcontinuouslyexplore,develop,andutilizeunlimitedcurriculumresourcestocreateabroaderspaceforstudentstodevelopfreely,andtrulyenablestudentstogaincomprehensiveintheopenclassroomThedynamicgenerationanddevelopmentofliteracy,theteachersofcomprehensivepracticalactivitycourseshavealongwaytogo,andtheyarequitehard.
Otherrelated
Three-dimensionalcourseobjectives
(1)Knowledgeandskills(one-dimensional)Theso-calledknowledgegoalheremainlyreferstothesubjectknowledge(indirectknowledgeinthetextbook),theconsciousknowledge(lifeexperienceandsocialexperience,etc.)thatthestudentswanttolearn,andtheinformationknowledge(knowledgeobtainedthroughmultipleinformationchannels).Examplesoftheexpressionofknowledgegoals:throughlearning,knowthatanimalsarealsoemotional;throughlearning,understandthebasicnatureofscores.Theso-calledskillsrefertothenecessaryactivitiestocompleteacertaintaskformedthroughpractice.(2)ProcessandMethod(Two-dimensional)Theso-calledprocess,itsessenceisthecultivationanddevelopmentprocessofknowledge,affection,intentionandbehaviorbasedonstudents’cognition,andmoralitybasedonintellectualeducation.Theprocessofcomprehensivetraininganddevelopmentof,intellectualandphysicalisaprocessofcomprehensivetraininganddevelopmentofstudents'interest,ability,character,temperamentandotherpersonalityqualities.Examplesoftheexpressionofprocessgoals:throughlearning,torecognizetheoccurrenceanddevelopmentofscores.Theso-calledmethodreferstothemethodthatstudentsadoptandlearninthelearningprocess.Examplesofexpressionofmethodgoals:throughlearning,adoptandlearnthemethodsofautonomouslearning(orprobleminvestigationmethods,orproblemobservationmethods,orthinkingdivergentmethods,orcooperativecommunicationmethods,ormethodsofsolvingxxproblems,etc.).(3)Emotions,Attitudes,andValues(3D)Theso-calledemotionsrefertotheattitudeexperiencegeneratedwhenpeople’ssocialneedsaremet.Theso-calledattitudeherenotonlyreferstothelearningattitudeandtheresponsibilityforlearning,italsoincludesanoptimisticattitudetowardslife,arealisticandscientificattitude,andatolerantattitudetowardslife.Examplesofgoalexpression:throughlearning,correctlearningattitudes,anddevelopgoodlearninghabits;throughlearning,youcanshowtoleranceandpatienceincommunication.Theso-calledvalues.Thisreferstotheunderstandingofthevalueorientationoftheproblem,andherecanalsorefertothestudent'svalueorientationorviewoftheprobleminteaching.