| 教学目标的具体化:一个复杂的过程 |
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| 引用本文： | 王爱玲,梁春芳.教学目标的具体化:一个复杂的过程[J].教育理论与实践,2007(7). |
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| 作者姓名： | 王爱玲 梁春芳 |
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| 作者单位： | 山西省教育科学研究院 山西太原邮编030009(王爱玲)，广东省佛山市教育科学研究所 广东佛山邮编528000(梁春芳) |
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| 摘 要： | 为了保证教学效果的实现,人们通过目标分析、分解和分类的方式要求教学目标具体化、明确化。无论在理论研究还是在实践探索中,教学目标具体化都是复杂而艰难的问题。从纵向的脉络看,教学目标具体化是教学科学化运动的历史产物;从横向的剖面看,教学目标具体化过程是一个涉及多方主体的复杂过程。因而,解决教学目标具体化的一致性、逻辑性和可行性成为教学理论与实践双方共同的问题。
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| 关 键 词： | 教学目标 具体化 教学论 |
To Concretize the Teaching Objective: a Complex Process |
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| WANG Ai-ling,LIANG Chun-fang.To Concretize the Teaching Objective: a Complex Process[J].Theory and Practice of Education,2007(7). |
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| Authors: | WANG Ai-ling LIANG Chun-fang |
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| Institution: | WANG Ai-ling1,LIANG Chun-fang2 |
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| Abstract: | To ensure the teaching effect, people require the concretization and clarification of teaching objective by means of analysis, decomposition and categorization of objectives. Either in the theoretical research or the practical exploration, it is a complicated and difficult problem to realize the concrete teaching objective. Vertically, to concretize the teaching objective is the historical result of the campaign of scientization of teaching, while horizontally the process of concretizing the teaching objective is one involving multi-subjects. Therefore, finding the solution to the consistency, logic and feasibility of concrete teaching objective has become the common issue faced by both teaching theory and practice. |
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| Keywords: | teaching objective concretize teaching theory |
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