摘要
多年来,"怎样研制教学目标及目标达成度如何"等问题备受关注,而"教学目标是否应该及如何转化为学生的学习目标"这一问题却被忽视。事实上,只有"教学目标"转化为"学习目标",才能深达至学生学习的层面以指引和促进学生的有效学习。从教师维度来看,教师需要明确教学目标转化的重要意义,运用解释、象征物和举例等策略,将教学目标"转译"给学生。就学生维度而言,学生要将"经教师转译的教学目标"与"自己对学习现状和需要的判断"交互调适进而生成"学习目标",在此基础上可以进一步实现学习目标的路径化表达和多模态践行。自资源维度切入,师生开发一定的媒介能够帮助教学目标得以"可视化",既充分释放教学目标的促学功能,更形塑学生自主管理、监督和调节自身学习活动的思维方式。
Over the years, the questions of ＂How to develop teaching objectives？ Have the teaching objectives been realized？＂ have attracted much attention. However, the question of ＂How, if any, the teaching objectives could be transformed into students＇ learning goals＂ has been ignored. In fact, only when the ＂teaching objectives＂ are translated into ＂learning goals＂, the curriculum then could be extended to the level of students＇ learning so as to guide and promote students＇ learning. For teachers, they need to realize the significance of the transformation of teaching objectives, and use the strategies such as interpretation, symbols, and examples to translate the teaching objectives to students. For students, in order to generate ＂learning goals＂, they need to integrate ＂teaching objectives of teacher translation＂ with ＂their own judgment about current situation and needs＂, and on this basis, they can further understand the path expression and multimodal practice of learning goals. As for resources, teachers and students should develop the media that can ＂visualize＂ the teaching objectives, which can fully promote students＇ learning and shape the thinking mode of students＇ self-management, supervision, and adjustment of their own learning activities.
作者
曾文婕
ZENG Wenjie(Centre for Research and Development of Values Learning, South China Normal University, Guangzhou, 510631, China)
出处
《全球教育展望》
CSSCI
北大核心
2018年第4期11-19,共9页
Global Education
基金
广东省哲学社会科学规划项目"从PCK到LCK:课程开发中的知识增长研究"(课题批准号:GD17CJY02)
广东省高校省级重大研究项目"社会主义核心价值观教育课程开发原理与方法研究"(课题批准号:2016WZDXM013)的阶段研究成果
关键词
教学目标
学习目标
学本课程
有效学习
媒介开发
teaching objectives
learning goals
learning-based curriculum
effective learning
media development
