Activity goals are the final results set for a certain teaching activity based on the purpose and tasks of teaching work and on the basis of a full understanding of children's physical and mental development and teaching content. It is the final result set for each teaching activity. The starting point and destination of a teaching activity. Therefore, activity goals are the embodiment of teaching purposes and tasks in teaching activities. They are an important part of the design of teaching activities, the basis for teachers to play a leading role, and the basis for teaching evaluation.

my country's "Kindergarten Education Guidance Outline (Trial)" points out that the contents of various fields in kindergartens are interpenetrated and promote the development of children's emotions and attitudes, abilities, knowledge and skills from different perspectives. Activity design must fully implement the three-level goals of kindergarten education, that is, activity goals must be designed based on the three dimensions of knowledge and ability, process and method, and emotion, attitude, and values. However, how to grasp the "degree" well and truly realize the organic integration of three dimensions is indeed a major challenge faced by teachers. In practice, teachers have many problems when formulating the goals of teaching activities.

1． The new curriculum is not very targeted. It breaks the boundaries of subject-specific teaching, downplays knowledge and skills, and focuses on the integration of the curriculum. On the one hand, teachers are confused about whether knowledge and skills need to be (can be) mentioned in the goals, so they generally believe that the appropriateness of activity goals is difficult to grasp. On the other hand, as the curriculum reform has advanced so far, teachers know many new concepts, but lack the means to concrete the concepts, resulting in a lack of targeted activities.

2． Will the idea of ??replacing specific activity goals with long-term goals have good results? British curriculum expert Lawton believes that there are three factors that affect teachers’ professional development: changes in teaching ideas, changes in teaching content, and changes in teaching technology. The key lies in the follow-up of teachers’ teaching techniques. The new curriculum emphasizes the process of activities and the long-term goals of activities, so many teachers regard the long-term goals of education as the goals of a specific activity. Under the background of the new curriculum reform, how can the goals of teaching activities be different from traditional teaching goals while balancing short-term goals and long-term goals? This is also one of the problems that troubles teachers.

3. The goals are not challenging enough. The new curriculum reform emphasizes that teachers should pay attention to children's interests and needs. Therefore, many teaching activities reflect children's experience and personality, but lack the appropriate standards. As a result, the goals are not challenging enough and collective activities become Instead of just talking and performing. How do activity goals challenge and promote children's development based on their experience? How to grasp the degree? These issues are also issues to be solved in the formulation of teaching activity goals.

This article intends to combine specific cases to analyze several more representative specific problems in practice, and provide some inspiration for teachers to think and formulate activity goals.

Common problems in setting goals for collective teaching activities

Problem 1: The goal statement is too broad and the foothold of the activity is unclear

Case: Middle class activities" Books I like”

Activity goals: 1. In exchange activities such as look and talk, enrich reading-related experiences; 2.

Experience the joy found in reading and stimulate your interest in reading.

The "reading-related experience" mentioned in the first item of the analysis goal is too broad and empty. Teachers already have a preliminary understanding of children's reading experience. What specific reading experiences can be summarized, sorted out and improved in this activity, and what new experiences can be enriched at the same time, should be clearly stated in the goals. Expression. Only in this way can teachers be able to focus on the goals in a targeted manner when designing the activity process.

The recommended adjustments are: 1. In the process of reading, guessing, and talking, we can further understand the structure and characteristics of books, and know that different people like to read different books; 2. Increase interest in reading, actively participate in independent reading and have preliminary understanding.

Having a clear goal in mind can provide a clear basis and direction for teachers to design all aspects of activities, organize the activity process, and grasp the problems generated.

When setting goals, many teachers state the goals vaguely and generally because they are not sure about the goals. If they are too high, they cannot reach it, and if they are too low, they are not challenging. Due to broad goals and unclear footholds, teachers often lack progress in progress when designing and organizing activities. Questions asked during teacher-child interactions appear random and aimless, and they are often unable to accurately judge and respond to generated questions. etc. questions. Therefore, when teachers formulate the goals of teaching activities, they must clarify the goals to be achieved by this activity and express them in accurate language on the basis of analyzing children's experience and the value of the activities.

Problem 2: Replacing "writing goals" with "writing process", the goals lack value positioning

Case: Large class activity "Picking Oranges"

Activity goals: 1． Recall and communicate their experiences in orange picking activities by looking at photos and videos; 2. During the process of observation and comparison, I discovered the simple process of orange ripening, and developed a love for plants.

Analysis: The first goal is only the teacher’s design and thinking of one link when presetting the activity, but does not reveal the value positioning behind the design of this link. The second goal has the same problem. "Growing the emotion of loving and caring for plants" is too broad and the goal is unclear. The teacher has a vague understanding and preliminary positioning of the goal, but when describing the goal, he is unable to accurately analyze and express the value behind the activity. He writes "how to do it" but does not reveal why he does it and the significance of doing it.

The recommended adjustments are: 1. In the process of recalling and exchanging experiences of picking oranges, accumulate methods and experience in solving difficulties; 2. Discovering the simple process of orange ripening further sparked the desire to explore changes in plant growth.

Although value and meaning need to be realized through the process of activities, we also emphasize the need to pay attention to the process. However, paying attention to the process is not to focus on the form and content of the process itself, but to focus on the role of the process (means) in the development of young children. . The goal should be the value and significance of a specific activity to the development of young children. Therefore, the statement of the goal only needs to clarify the value positioning of the activity, but it is not necessary to list the processes one by one in the goal.

Problem 3: The goal statement is confusing and lacks overall thinking

Case: Small class activity "My Name"

Activity goals: 1. Like their own names and encourage children to boldly answer the teacher's call; 2. Create situations to guide children to speak boldly in front of the group.

Analysis: The subject of the first half of the sentence and the second half of the first goal are inconsistent. The first half of the sentence is put forward from the perspective of the child, and the second half of the sentence and the second goal are put forward from the perspective of the teacher, making the goals appear confusing. . The two points of "responding boldly" and "speaking boldly in front of the group" are intertwined with each other, lacking overall consideration.

The recommended adjustments are: 1. I like my own name and can respond loudly when I hear it; 2. Willingness to express one's ideas in problem situations.

The activity goal is the direction expected by the teacher. It can be put forward from the teacher's perspective, using words such as "cultivate", "promote" and "encourage"; it can also be put forward from the perspective of child development, using "understand" ” words such as “understand”, “feel” and “discover”. The former reflects teachers’ expected expectations for their own educational methods or educational behaviors, while the latter reflects teachers’ expected expectations for the content, direction and extent of activities that promote children’s development. In comparison, the latter way of expression can better reflect the teacher's respect for the subject status of children and their concern for children's individual experience and development, that is, the concept of "taking children's development as the basis". It should be noted that when expressing the goal, whether it is from the perspective of the teacher or the child, it must be unified to reflect the overall thinking about the goal.

The value positioning of activity goals in the context of the new curriculum

In the past, subject-based teaching was teacher-led and emphasized the implementation of knowledge points. However, the second phase of curriculum reform advocates breaking subject boundaries and focusing on curriculum Integration allows teachers to make diverse choices in content and pay more attention to children's individual experiences. In the process of changes in "content" and "concepts", teachers often have difficulty accurately grasping the key points of goal setting.

The new curriculum reform emphasizes children's ability development and emotional experience, and emphasizes the overall effect of the curriculum. This directly leads to the difference between the goals of traditional teaching activities and the goals of teaching activities in the context of the new curriculum. Teachers should carefully study the concepts of the new curriculum reform and follow this to structure goals. Specifically, we should pay attention to the following two points.

1． The goal focuses on ability and downplays knowledge and skills

Case 1: Comparison of goals in the small class nursery rhyme "Umbrella" teaching activity (see Table 1)

Previous activity goals Current activity goals

The goal setting is based on feeling and understanding children's songs, helping children initially learn to recite children's songs and be able to express them boldly. Encourage young children to use their existing experience to help small animals find a suitable umbrella, try to use children's songs to express it, and experience the joy of helping small animals.

Analysis

(1) The goal is to learn children’s songs, focusing on the acquisition of knowledge.

(2) Pay attention to the improvement of children’s performance skills. 1. Pay attention to whether children can use the existing experience accumulated in the topic.

(3) The performance of children's songs is a carrier, and the activity does not place special emphasis on learning specific children's songs.

(4) Pay attention to children’s emotional experience during activities and pay attention to children’s harmonious development.

2． Focus on the process and downplay the results

Case 2: Comparison of goals for the large class music activity "Spring Ding Dong" (see Table 2)

Previous activity goals Current activity goals

The goal is to encourage children to learn to use different instruments to express music rhythm on the basis of feeling and understanding songs. Encourage children to use homemade rhythm instruments to accompany songs, try cooperative performance, and experience the joy of performing together.

Analysis goal focuses on the results of activities and is a result-oriented goal. Focus more on achieving goals. The goal focuses on children's experience in the process and is a process goal.

Rhythm learning in music activities has always been one of the favorite contents of children. In the past, teachers would design teaching activities according to children's skill levels, allowing children to learn specific rhythms through different forms. After the second curriculum reform, music activities also pay more attention to the integration with other subjects and the effective integration with children's existing experience. The value pursued is not just the mastery of knowledge and skills, but also focuses on children's expression in music activities. .

In short, in the new curriculum reform, the goals of teaching activities focus more on the improvement of children's abilities and the cultivation of emotions, while knowledge and skills are relatively downplayed; more attention is paid to how to promote the overall development of children on the basis of necessary knowledge and skills. . Goals are the presupposition of the results of activities, and more importantly, they are the guiding role they play in organizing teaching for teachers. When setting goals, the past practice of focusing on subject needs should be changed, and more attention should be paid to analyzing children's interests, existing experience and abilities, and the need for theme advancement.

Several key points in setting collective activity goals in the context of the new curriculum

1. Develop different activity goals based on the same content

During the second phase of curriculum reform, we found that, guided by the idea of ??creatively using teaching materials, teachers have a broad platform for creation. Faced with the same content, teachers can design activities from different entry points according to the characteristics and needs of the children in the class. However, teachers often have some confusion when setting activity goals, such as what kind of goals are appropriate and how can the goals be achieved? Reflect pertinence, etc.

Our experience in the exchange of heterogeneous activities in the same class is: first, we need to judge whether a certain content is more suitable for group activities or individual activities; secondly, we need to think about what children of each age group have. needs and characteristics, and find suitable and challenging goals accordingly; third, we must integrate children’s experience, think about the big goals of the entire theme, and form small goals of sub-themes; fourth, we must think about how to improve the goals, that is, based on Goal selection content, design process, and then conversely think about the effectiveness of the goal.

2. Choose different content under the same goal

The new course is mainly promoted in a theme way. The overall goal of the theme activity plays a leading role in the goals of each sub-activity. Under this premise, teachers should think about how to select effective activity content according to the theme objectives, and how to achieve the overall goal through various sub-activities.

For example, "cultivating children's love for the motherland" is one of the overall goals of the theme "I am Chinese". How to achieve this goal? We believe that the most critical thing is that teachers should be good at decomposing goals from different dimensions.

(1) Decompose the subject words in the target. The subject words are often more general. Through decomposition, we can find the relevant content in the children's lives that is more representative of the subject words. For example, the theme word "love the motherland" in the goal of "cultivating children to love the motherland" can be broken down into loving the mountains and rivers of the motherland, loving the national culture of the motherland, etc.

(2) Decompose the positioning words in the target. The goal of "cultivating children's love for the motherland" is positioned at "emotion", and the acquisition of emotion should be based on feelings and experiences, and be sublimated through expansion and application. Therefore, in order to achieve the "emotional" goal, teachers first need to arrange an appropriate amount of content to help children experience it, and then practice it with preliminary positive emotions on this basis.

(3) Effectively supplement other content related to the topic according to children’s interests. For example, in the theme of "I am Chinese", children need to find some music that can represent the Chinese people. In the end, they found a lot, including "Jasmine". This music naturally reminded teachers of China's bid to host the "World Expo" directed by Zhang Yimou. Promotional video, so the content of "Jasmine and the World Expo" was also added, which enriched the theme content very well.

3. Grasp the "degree" of goal challenge

Goals must pose a moderate challenge to young children in order to be meaningful. The key to grasping the "degree" of challenging activity goals is to find a basis for measuring the "degree", and this basis comes from the teacher's understanding and grasp of several dimensions of the goal (knowledge, ability and emotion). Specifically, teachers must grasp several aspects: effectively integrate knowledge points based on children's experience, and use the order of subjects as the basis for setting challenge points; refer to the "Kindergarten Education Guidance Outline (Trial)" and "Shanghai" based on the age characteristics of children. The goals of early childhood development in the Municipal Preschool Education Curriculum Guide form appropriate teaching goals; the cultivation of emotions and abilities is also hierarchical. Teachers must be good at decomposing the goals of these two dimensions and effectively organize them according to the characteristics of the activity carrier (content). Integrate relevant emotional and ability development goals; determine goals suitable for the characteristics of children in this class based on their needs, interests and development levels. The key lies in the positioning of the value of each activity and the exploration of key experiences. Below are two cases to illustrate.

Case 1: Comprehensive activity "Gift" for middle class (designer: Xu Xiuqing, Jiajia Kindergarten, Qingpu District)

Activity goals: 1. Able to make inferences and associations based on the given clues, improve sensitivity to surrounding things, and cultivate an attitude of careful observation; 2. Experience the fun of guessing, searching, imagining, and be happy for success.

Since the new curriculum reform, teachers’ confusion about goal setting mainly comes from “focusing on integration” and “downplaying knowledge and skills”; hit. When teaching by subject, teachers can set goals according to the requirements of subject sequence, and the goals are easier to grasp. The new curriculum reform emphasizes integration, making it difficult for teachers to grasp the hierarchy of goals. The activity goal of "Gift" focuses on the development of children's abilities. In the first goal, teachers have stratified the cultivation of children's observation ability and formed clear challenging goals based on the needs of children in this class.

Case 2: Small class conversation activity "Dark Night is Coming" (Designer: Shi Lingling, Hongxing Kindergarten, Baoshan District)

Activity goals: 1. Feel the beauty and fun of the night, and stimulate the emotion of liking the night; 2. Through sharing, communication and practical experience, be willing to sleep alone and overcome your fear of the dark.

In formulating the goals of this activity, the teacher paid attention to the accumulated experience and problems of the children in the theme, and effectively integrated the two to form "stimulating the emotion of liking the night" and "overcoming Fear of the Dark” two goals. The two goals are progressive. "Overcoming the fear of the dark" is actually a sub-goal under the child's emotion of "not afraid of difficulties". The two goals are specific and targeted, and the challenges are appropriate.

If setting goals is only the beginning of an activity, then learning to evaluate goals will help further improve the activities. For example, teachers can see from the goal statement whether it conforms to the curriculum reform concept; and see whether the link design matches the goals. Its appropriateness; judging from the reactions of children at the teaching activities, the challenge of the goal, etc. After setting the goals, teachers need to constantly reflect on the goals that have been set to make them as more reasonable and complete as possible.