A, behavior goal statement method
B. F.Mager, a famous American psychologist, published a book "Preparing for Teaching Goals" in 1962, systematically discussing the theory and method of stating teaching goals in behavioral terms. Mager believes that behavioral goals refer to goals stated in observable and measurable behaviors, which should be able to explain "what students can do to prove their achievements and how teachers know what students can do". He also pointed out that a good behavior goal should include the expression of behavior, the expression of behavior conditions and the expression of behavior standards. Accordingly, when determining the behavior goal of teaching, the instructional designer should clearly state the following four contents.
(1) Behavior subject (a- audience) refers to learners, that is, behavior goals describe students' behavior, not teachers' behavior. Normative behavioral goals, such as "students set up file folders to store works and activity records in the learning process", are inappropriate, so that the subject of behavior becomes a teacher. Behavioral subjects usually express teaching objectives.
(2) b-behavior verbs, which are used to describe concrete observable and measurable behaviors formed by students, are divided into fuzzy verbs and explicit verbs, such as "knowing", "being skilled" and "loving", while "writing", "doing" and "discussing" are explicit verbs. The Curriculum Standard of Information Technology for Primary Schools lists some commonly used behavioral verbs. Behavioral verbs that express behavioral goals should be understandable and observable. For example, it is difficult to evaluate whether you have mastered the concept of "grasping the file path" after teaching activities. If you change it to "find its location through a given file", it will be easy to confirm whether you have achieved your goal.
When designing teaching objectives, we can refer to the behavioral verbs provided by the curriculum standards. The basic way to describe behavior is to use a verb-object structure phrase, in which the behavior verb explains the type of learning and the object explains the content of learning, such as "making a demonstration" and "telling about the composition of the computer".
(3) Behavior condition (C condition). Refers to the specific restrictions or scope that affect students' learning results, mainly explaining under what circumstances students complete the prescribed learning activities. That is to say, under what circumstances should students be evaluated when evaluating their academic performance in the future, such as "establishing TT files in folder A" and "using the network to find out the use of water resources in China" and so on. It states the teaching of "being able to operate a computer".
Generally speaking, the conditions of behavior include the following factors: ① environmental factors (space, light, temperature, climate, indoor or outdoor, quiet or noise, etc. ); ② Human factors (individually and collectively in groups, under the guidance of teachers, etc.). ); ③ Equipment factors (tools, equipment, drawings, manuals, calculators, etc.). ); ④ Information factors (materials, textbooks, notes, charts, dictionaries, etc.). ); ⑤ Time factors (speed, time limit, etc.). ); ⑥ Factors of problem clarity (what stimuli are provided to cause behavior).
(4) the degree of performance (d degree). It refers to the minimum performance level achieved by students to the goal, which is used to evaluate the degree of learning performance or learning results and make the learning goal measurable. The standard expression is general and "How good?" "How accurate is it?" "How's it going?" "How long did it take?" "What are the quality requirements?" Such as "80% correct", "2 minutes to complete" and so on. The description of the standard can be quantitative or qualitative, and it can also include both quantitative and qualitative aspects. General behavior standards are divided into three categories: the time limit for completing the behavior, such as "inputting 30 Chinese characters per minute"; Accuracy, such as "95% correct operation rate"; Successful features, such as the result of calculation remaining to four decimal places.
The expression of the above learning objectives, if expressed by a formula, is: behavior objectives = teaching objects+teaching behaviors+behavior conditions+expression degree, in which the teaching objects are students, and the expression is often omitted. For example, "learning Chinese character input method can input 30 Chinese characters per minute" is an example of behavioral goal expression.
Describing teaching objectives by behavior overcomes the shortcomings of traditional teaching objectives, which are vague and difficult to operate and evaluate, and is conducive to achieving the guiding function, incentive function and detection function of the objectives. However, because it only emphasizes the behavior of learning results and ignores the changes of learners' cognition and emotion, it may make teaching activities appear mechanical and inflexible, and it is difficult to achieve the real teaching purpose. In addition, many psychological processes cannot be behaviorized. However, if the teaching objectives are expressed in terms that express learners' internal cognition and emotional changes, it is easy to be vague. In order to solve this contradiction, some scholars put forward the idea of combining internal process with explicit behavior to describe teaching objectives.
Second, the goal statement method combining internal and external behaviors.
In 1978, N.E.Gronlund put forward the concept of teaching goal of combining inside and outside, which was stated in two steps. First, express general learning objectives in terms describing internal processes to reflect internal psychological changes, such as understanding, application, analysis, creation, appreciation and respect, and then express specific objectives by citing examples reflecting these internal changes, so that internal psychological changes can be observed and measured. Generally used to state those emotional and ability goals that are difficult to express. This not only avoids the abstraction and fuzziness of cognitive goals or emotional goals, but also prevents the mechanization and superficiality of behavioral goals to a certain extent, so it has been recognized by many psychologists and instructional designers.
Third, the expressive goal statement method
This method clearly defines the activities and situations that learners should participate in, and only describes the behaviors and attitudes that learners should show in activities when they state their goals, but does not propose measurable learning results. It is mainly used to state emotional and ability goals that can be achieved for a long time or goals that do not require results, which is a supplement to the above two methods.
To sum up, Mager and Glenlund demonstrated the statement method of educational goals from two aspects: behavioral goals and the goal of combining internal processes with explicit behaviors. In Ma Jie's view, observable and measurable behavioral goals should have three elements, namely, explaining what students can do (or say) after teaching; Specify the conditions for students' behavior; Specify the operation standards that meet the requirements. Behavioral goals clearly let teachers and students know what the teaching goals mean and how to observe and measure this ability. It emphasizes the conditions of behavior change and the change after learning. In fact, its general model is the stimulus-response model of behavioral psychology. It needs to explain what conditions are provided (stimulation) and what students can do (reaction behavior). As long as the stimulus and response are specified, the specified goals are also specific. Although the behavior goal avoids the fuzziness of the traditional method of stating the goal, it only emphasizes the behavior result and pays attention to the internal psychological process, which will lead the teacher to pay attention to the students' external behavior changes and ignore the students' internal psychological ability and emotional changes. Granlund's theory is just a compromise method of stating goals for behavioral goals. From the perspective of pedagogy and psychology, psychologists who insist on learning cognition believe that the essence of learning is internal psychological change, so the real goal of education is not the change of specific behavior, but the change of internal ability and emotion. Therefore, when stating the teaching objectives, teachers should first clearly state the internal psychological changes such as memory, perception, understanding, creation, appreciation, love and respect. In order to make these internal psychological changes observable and measurable, it is necessary to list behavior samples that reflect these internal changes, so as to avoid the shortcomings that strict behavior goals only focus on specific behavior changes and ignore internal psychological changes, and also overcome the ambiguity of traditional methods to state teaching goals. But sometimes, people's understanding and emotional changes can't be immediate after attending one or two educational activities. As a teacher, it is difficult to predict what will happen to students' inner psychological process after certain educational activities, which is particularly obvious in moral education. So, what should teachers do? Eisner's theory of "expressing goals" makes up for this deficiency. Expressive goals require a clear definition of the activities that students should participate in, but it does not clearly stipulate what each student should learn from these activities. It must be emphasized that this expressive goal statement method can only be used as a possible supplement to the concretization of teaching goals, and teachers must not rely on it, otherwise it will return to the traditional old road when stating goals. This will make all the reforms using new methods futile, and there is no need to explain the teaching objectives, thus making the so-called "target teaching" a mere formality. After understanding the above theory of stating teaching objectives, how should it be applied? What kind of way can make the stated teaching objectives more reasonable, concrete and feasible? As Mr. Pi Liansheng said, well-expressed teaching objectives must meet the following conditions: "First, teaching objectives state students' learning results (including verbal information, intellectual ability, cognitive strategies, motor skills and emotional attitudes), and teaching objectives should not state what teachers do. Second, the statement of teaching objectives should be clear, specific, observable and measurable, and try to avoid using vague and unrealistic language to state objectives. Third,