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基于素养发展的课堂教学认知目标体系的构建、实施与评价
引用本文:曹宝龙.基于素养发展的课堂教学认知目标体系的构建、实施与评价[J].课程.教材.教法,2019,39(7):47-53.
作者姓名:曹宝龙
作者单位:浙江省杭州市基础教育研究室,杭州,310003
摘    要:基于学生核心素养发展的理念,必须改革课堂教学的认知目标体系。课堂教学认知目标体系的建立必须厘清类别与层次,研究各种层次目标的实施方法与评价方法。课堂教学的认知目标可以分为知识、知识运用与认知监控三个层级。知识目标可以分为信息记忆和理解两个层次,其达成方式可以用课堂传授方法,其评价方法可以用纸笔测试和口头表达等方法。知识运用的目标可分为以思维活动为主体的心智操作层次,以及行为技能和心智与技能的综合操作等三个层次。认知监控层次的目标的实施主要通过过程实施的体验、反思和必要的总结归纳等方法;认知监控层次目标的评价难度较大,需要针对性研究。

关 键 词:课堂认知目标  认知目标分类  认知目标分层  核心素养  目标测评

The Construction,Implementation and Evaluation of Classroom Teaching Objective System Based on the Development of Key Competency
Cao Baolong.The Construction,Implementation and Evaluation of Classroom Teaching Objective System Based on the Development of Key Competency[J].Curriculum; Teaching Material and Method,2019,39(7):47-53.
Authors:Cao Baolong
Institution:(Hangzhou Basic Education Research Office,Hangzhou Zhejiang 310003,China)
Abstract:Based on the concept of the development of students’ key competency, we must reform the objective system of classroom teaching. The establishment of classroom teaching objective system must clarify the categories and levels, and study the implementation methods and evaluation methods of various objectives. The objectives of classroom teaching can be divided into three grades: knowledge, knowledge application and self-management. Knowledge objectives can be divided into two levels: information memorization and understanding. The way to achieve knowledge objectives can be classroom teaching. The evaluation methods can be written tests and oral expression tests. The objectives of knowledge application can be divided into three levels: the mental operation with thinking activity as the main body, the behavioral skills, and comprehensive operation of mental and behavioral. The main method of acquiring knowledge application (ability) is the combination of students5 independent activities and teachers5 guidance. The evaluation methods of mental operation can be written tests, while the latter two levels, the behavioral skills and comprehensive operation of mental and behavioral, must be mainly based on tests of practical operation. The implementation of objectives at the level of self-management is mainly through the experience of process implementation, reflection and necessary summary and induction. The evaluation of objectives at the level of self-management is difficult and needs targeted research.
Keywords:classroom objective  objective classification  objective stratification  key competency  objective assessment
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