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一、试验的简况 (一)制定教学目标: 具体做法是根据大纲对掌握知识各个档次的要求,借鉴各流派关于学习水平分类的思想,我们拟定了制订教学目标的四个原则,①逻辑性。基本目标、中级目标和高级目标之间要体现逻辑关系。②可测性,选用适当的行为动词,区分不同学习水平的教学目标,使它具有可测性。③效应性。终结学习行为在目标中给出界限,以体现目标的效应性。④教养性。制订的教学目标,能激起学生的期望,并产生将教师的指导转变力学生的自我教育行为。我们拟定四级学习水平分类如下:
First, the experimental profile (A) the development of teaching objectives: The specific approach is based on the outline of the knowledge of each grade of the requirements, learn from the school of thought on the level of learning, we have drawn up four principles for the establishment of teaching objectives, 1 logic. The logical relationship between the basic goal, intermediate goal and high goal should be reflected. 2 Measurability, using appropriate behavioral verbs to distinguish teaching objectives of different levels of learning, making it measurable. 3 effect. The end of learning behavior gives a bound in the goal to reflect the effect of the goal. 4 parenting. The formulation of teaching objectives can arouse students’ expectations and produce the self-education behavior that will transform teachers’ guidance to students. We plan to classify the four levels of learning as follows: