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新课程改革所提出的“三维目标”已深入人心,但是在对三维目标的理解和实施中仍存在偏见和误区,具体表现在把三维目标或割裂为三,或偏重一维,或拘泥于一点,或大而不实等;原因在于对“三维”理解有误、对“课程”概念不清、对“目标”层次不分、对“评价”效能忽略。“三维目标”从内容和过程来看都应是一个整体,在整体中应凸显知识目标,“三维目标”是课程目标的大概念,落实到具体学科具体的课堂要细化,在目标呈现和实施中要具体可评。
The “three-dimensional goal” proposed by the new curriculum reform has been deeply rooted in the hearts of the people. However, there are still prejudices and misunderstandings in the understanding and implementation of the three-dimensional goals. In particular, the three-dimensional goal is either split into three or one-dimensional or rigid At one o’clock, or large but not real; the reason is that there is a wrong understanding of “three-dimensional ”, the concept of “curriculum ” is unclear, “ objective . ”Three-dimensional target “ should be a whole from the content and process point of view, should highlight the knowledge goal in the whole, ”Three-dimensional goal " is the big idea of the course goal, implement to the specific subject specific classroom should refine, In the target presentation and implementation should be specifically commented.