Chapter 7 Instructional Objectives Good photos for making

第七章 Chapter 7 教学目标 Instructional Objectives

Good photos for making sense

Some Terms Ø Aim Ø Goal Ø Objective Ø Purpose Ø Target Ø Outcome Ø End u How do you understand these conceptions ?

Relationship Aims Goals Subjects-specific Course goal Learning objectives Performance Performance objectives objectives

Specification of objectives Only through specification of objectives, Aims and Goals can be translated into Learning Objectives and Performance Objectives. u Learning Objectives/学习目标: Statements of what is hoped that students will achieve in a week period u Performance Objectives/表现目标 Statements written for daily lesson plans and stated in behaviors

Performance Objectives u Action statements (do what) 知道与会做 What the students is expected to know or to do. u Condition statements (under what) 环境与条件 The statement of conditions or circumstances under which the students are to perform the task assigned to them. u Criterion statements (get what) 测量与评价 The standard by which students’ successful completion of the objective is measured.

Classification System as Taxonomy Three Domains of learning objectives: Ø Cognitive Domain (by B. S. Bloom in 1956) Ø Affective Domain (by David Krathwohl & Bloom in 1964) Ø Psychomotor Domain (by Harrow & Simpson in 1972)

Book heart hand 形象图

Six Levels of the Cognitive Domain with illusive verbs 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

Verbs Useful for Stating Learning Outcomes

Five Levels of Affective Domain with illustrative Verbs Ø Receiving：asks/chooses/gives/holds/identifies/locates Ø Responding：answers/assists/compiles/discusses/helps Ø Valuing：completes/describes/follows/forms/initiates Ø Organizing：adheres/alters/arranges/combines/orders Ø Characterize：acts/displays/modifies/revises

Six Levels of Psychomotor Domain with illustrative verbs Ø Reflective movements: Blanks/Ducks Ø Fundamental Movements: walks/runs/jumps Ø Perceptive Abilities: Distinguish/discriminates Ø Physical Abilities: strength/ flexibility/agility Ø Skilled Movements: Serves/plays/dances/draws Ø Non-discursive: Moves/dances/expresses/gestures

五、当代西方教学目标的新变化 Ø 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 u 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? u Principles WWHH u Key words: objective, content, method evaluation/assessment 目标 内容 方法 评价

Teaching for What? 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 　　 (为了迁移而教) Teaching for Understanding 　(为了理解而教) Teaching for Meaning 　　　　 (为了意义而教) Teaching for Development (为了发展而教)

ASCD 21世纪的技能 ASCD supports changes in teaching, learning, and leadership that adequately prepare students for the 21 st century who： Acquire and apply core knowledge and critical-thinking skill sets that are essential in an information age. Demonstrate creativity, innovation, and flexibility when partnering with business and community members to advance common goals. Make decisions and solve problems ethically and collaboratively. Use technology to gather, analyze, and synthesize information for application in a global economy. Exhibit positive interpersonal relationships that value multiple languages, cultures, and all persons. Display leadership skills that inspire others to achieve, serve, and work together. （http: //www. ascd. org/research-a-topic/21 st-century-skillsresources. aspx）