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课程目标体现在教师课堂教学的层面,即教学目标。目标对课堂教学的导向、激励、评价、反馈功能已经十分凸显。但目标的制定和落实,在教学中还存在误区:目标制定的窄化;目标制定的模式化;目标的表述仍以教师为主体;目标的落实“纸面化”。在设计教学目标时,老师应该做到全面和简洁,关注过程和终极目标,将心理描述与行为描述相结合,多维分析和综合设计相结合,使目标为教学指引航向。
Course objectives embodied in the level of teacher teaching, that is, teaching objectives. The goal of the classroom teaching-oriented, motivation, evaluation, feedback function has been very prominent. However, there are still some misunderstandings in the teaching of the formulation and implementation of the goals: the narrowing of the goals, the formulation of the goals, the presentation of the goals as the main body, and the implementation of the goals. When designing teaching objectives, teachers should be comprehensive and concise, focus on the process and the ultimate goal, the psychological description and behavioral description of the combination of multidimensional analysis and integrated design, so that the goal of teaching guidance course.