1, curriculum standard
Curriculum standards stipulate the purpose, task, content and basic requirements of subject teaching, which is the basis for compiling teaching materials, teaching and evaluating teaching quality, and of course the basis for setting teaching objectives. On the one hand, all our goals should not exceed the standard; On the other hand, the integration of all indicators cannot be lower than the overall requirements of the standard.
2. Teaching content
Different teaching materials have different characteristics, different teaching contents and different teaching requirements. We should thoroughly understand the textbook, grasp the editor's intention, design the teaching objectives according to the editor's thinking, and consider the focus of the objectives according to the actual situation of the teaching content. For example, junior high school history textbooks are arranged by units, and each unit belongs to a unified "unit theme". In his short essay, the core content of this unit has been explained. They told us the editor's intention. When writing teaching objectives, we should stick to these words.
3. Student reality
Students are the main body of learning, and it is of no practical value to be divorced from students' actual teaching objectives. We must give full consideration to students' age characteristics and actual learning ability. While paying attention to protecting students' learning enthusiasm, we should also take care of the "two heads". That is, teaching students who learn fast and slow in accordance with their aptitude.
4. Social needs
Curriculum standards and textbooks are static and often will not change for several years. However, social development is dynamic, and it can be said that the content of teaching materials always lags behind the progress of the times. This should be taken into account when setting teaching objectives, and the necessary contents should be appropriately enriched according to social needs.
Three aspects of teaching objectives:
1. Knowledge and skill goal: it is a description of students' learning results, that is, the results that students hope to achieve through learning, also known as the result goal. This goal generally has three levels of requirements: learning, learning and using.
2. Process and method goal: it is the process and concrete practice of how students acquire knowledge and skills under the guidance of teachers, and it is the goal in the process, also called process goal. This goal emphasizes three processes: learning by doing, learning by doing and reflection.
3. Emotional attitude and value goal: it is the tendency and feeling of students after experiencing the process or result, and it is the subjective experience of the learning process and result, also called the experience goal. His level has three levels: identification, experience and internalization.