The expression of teaching objectives--ABCD representation of behavioral objectives

The teaching goal should stipulate what kind of academic behavior the students can show after the teaching activity, and limit the level, scope, way and effect of the development of the knowledge, skill and emotion in the students ' learning process. The accurate expression of each teaching objective can give full play to the direction, evaluation and encouragement of teaching objectives in teaching activities. The following four factors should be considered carefully when expressing teaching objectives.

1. The subject of the Act. In accordance with the concepts of the new curriculum, when writing teaching goals, whether it is a general behavioral goal or a specific behavioral goal, the description should be written in the student's learning behavior rather than the teacher's teaching behavior, generally not to describe the teacher's teaching procedures or activities arrangements, such as "Make students ..." "Let students ..." "to improve students ..." And the description of "Cultivating students ...", and using the "can recognize ..." can explain ... "can design ..." "Can write ..." ... "To ..." ....... "" to "." To make an assessment "or" according to ... Right...... Analysis "and so on, to clearly show that the subject of the achievement of the goal is the student.

2. Behavioral verbs. According to the requirements of biological curriculum standards, the specific objectives of the teaching should be observed, operable, and can be tested to describe the behavioral verbs. But the traditional application of "understanding" "grasp" "know" "familiar" and several general, vague, difficult to observe, only the internal psychological process of the verbs, often difficult to measure, can not be tested. The words "recognize" "Say" "description" "Explain" "description" "Analysis" "Evaluate" "imitate" "Participate" "discuss" "Communication" "Identity" "reject" are meaningful, easy to observe, easy to test the behavior of the verb. On the 44th page of the biological curriculum standard, some commonly used knowledge target verbs, skill target verbs and affective target verbs are listed in the "description of learning objectives", which can be used as a reference for biology teachers to prepare lessons.

3. Conditions of conduct. Sometimes it is necessary to indicate under what circumstances or to what extent the student completes the specified learning activities, such as "exploring with the materials given ..." Through the discussion of the Cooperative Learning Group, making ... "" by designing small experiments, experiencing ... "etc.

4. Performance level. Refers to the level of performance achieved by the student towards the goal, to measure the degree to which the student's learning results are achieved. such as "Can say accurately ..." "in detail to write ..." "" objectively and correctly evaluate ... "The adverbial part of the expression is to limit the level of performance of the target to detect.

The "four elements" described in the above-mentioned teaching objectives are developed from the "three elements" proposed by the representative Ma Jie (r.f.mager), also known as ABCD notation. Their meaning is: A is "the subject of the action" (audience), meaning the learner, is the subject in the target expression sentence. B is "behavior" (behaviour), that is, what the learner should do, the predicate and object in the objective expression sentence. C is the "condition" (conditions), meaning the above-mentioned behavior under what conditions. D is the "degree" (degree), which is the standard of the above-mentioned behavior. For example, a teaching target using the ABCD method: "By learning the morphological characteristics of insects, students are able to identify insects from the pictures in the book with 90% accuracy." "Among them, the behavioral subject is" student ", the behavior is" identify insects ", the condition is" in this lesson textbook figure ", the standard is" achieves 90% accuracy ".

about how to use ABCD method to write teaching objectives? "Material

How to use ABCD method to write teaching goal? This method contains four elements: teaching object, behavior, condition and standard. ⑴ Teaching ObjectThe learning goal is written for the behavior of the student, so a specific teaching object should be specified when describing the learning goal. Sometimes if the teaching object is already clear, you can omit this element from the goal. ⑵ Behaviorbehavior is an essential element of learning objectives, it shows what the students can do after learning and should be able to achieve the level of ability, so that teachers can learn from the changes in student behavior to learn whether the goal has been achieved. In general, we use a verb-structure phrase to describe the behavior, in which verbs are a behavioral verb, which indicates the type of learning, while the object indicates the specific learning content of a particular subject. for different learning fields and different levels of learning objectives, there are some verbs for teachers to choose from. For example, when writing goals in the Cognitive learning field, you can use the following verbs:① knowledge: Say ... Name, list, select, recite, identify, recall, describe, point out, explain, etc. ② Understanding: Classification, description, interpretation, selection, differentiation, induction, illustrative, rewriting and so on; ③ application: Apply, calculate, change, explain, answer, explain, prove, use, enumerate, etc. ④ Analysis: Classification, comparison, contrast, difference, inspection, pointing out, commenting, guessing, illustrative, illustration, calculation, etc. ⑤ synthesis: Writing, designing, proposing, arranging, assembling, establishing, forming, rewriting, summing up, summarizing, etc. ⑥ Evaluation: identification, discussion, selection, comparison, comparison, evaluation, judgment, summary, proof and so on. when writing goals in the field of emotional learning, you can use these verbs:① Note: Know, see, notice, choose, accept, etc.; ② reactions: Statements, answers, completion, selection, enumeration, observance, praise, performance, help, etc.; ③ value judgment: acceptance, recognition, participation, completion, decision, influence, distinction, interpretation, evaluation, etc.; ④ Organization: Discussion, organization, judgment, determination, selection, comparison, definition, trade-offs, systematic elaboration, decision, etc.; ⑤ Value system Personalization: Change, accept, judge, reject, believe, solve, request, resist, etc. The specific method of writing the behavior is: first, according to the previous learning target classification method, combined with the subject content into different categories of learning objectives, and then from the verbs provided above to choose the appropriate behavioral verbs, and finally the subject content as the object of the dynamic structure can be. For example: Learning content is "explaining the phenomenon of the expansion and contraction of objects", asking students to give one or two examples of how people in life to prevent the damage caused by thermal expansion phenomenon. This is a goal in the field of cognitive learning, and its goal level is application, so you should look for verbs from the "application" line, such as the word "enumerate", so that "behavior" can be described as "enumerating one to two examples of life, how people prevent the damage caused by thermal expansion." "⑶ conditionsThis element illustrates the conditions under which the above-mentioned behavior is generated, so it should be measured by this condition when evaluating students ' learning outcomes. Conditions generally include the following factors: environment, equipment, time, information, as well as students or teachers and other related factors. For example, "complete 10 sit-ups in 30 seconds." "The specific time required to complete the sit-ups, for example," Look up the dictionary and translate the English essay below. "The information factor was taken into account. ⑷ StandardThis element indicates the minimum requirement for the conduct to be qualified, and the teacher can use it to measure the student's behavior on an irregular basis, and students can also check whether there is a gap between their behavior and their learning goals. "In 20 minutes, complete an essay reading and writing exercises." "This standard indicates the speed of the Act; "In the test of the flute, if there are more than two errors, it will be unqualified." "This standard specifies the accuracy of the act. The above two standards are used in quantitative notation, in addition to the use of numbers in this method can also be expressed as a percentage. In addition, the standard can be represented by qualitative methods, or by combining quantitative and qualitative methods. Standard is the minimum requirement for each student's behavior quality, it also reflects the teaching effect that the teacher wants to achieve from one side. But in writing the learning goal, must start from the student's behavior, but cannot take the teacher's teaching behavior as the standard. When we combine the four elements together, we can write a complete learning goal: The second year of Junior high school students (teaching objects), in 5 minutes (conditions), complete 10 factorization problem (behavior), accurate rate of 95% (standard). "The fact that the ABCD method is used does not mean that four elements have to be readily required. Only the behavioral elements cannot be omitted, while the other three elements can be omitted according to the specific circumstances. Sometimes it is difficult to distinguish between criteria and criteria in a learning goal, as in the above example, "within 5 minutes" can be seen as a condition that indicates the time limit and is understood as a criterion to indicate the speed of action. In this case, we can not subdivide whether it is a condition or a standard, but should consider the learning objectives can be used to guide teaching and evaluation. (attached) How to write teaching objectives by means of internal and external combination of expressions If a student's ability changes after learning can be reflected in the behavior of the students, we can observe that the ABCD method described is very suitable, but some changes can not be reflected in the behavior, For this part of the change can be described by the internal and external combination of the expression method. The learning objectives presented in this way are composed of two parts: The first part is the general learning goal, using a verb to describe the internal changes produced by the students through teaching, such as memory, perception, comprehension, creation, appreciation, etc. The second part is divided into specific learning objectives, lists specific behavior examples, that is, students through teaching to reflect the internal psychological changes in the explicit behavior. For example, the learning goal is " cultivate students ' attitude to care for class." " The attitude itself is not observable, but by enumerating some of the students ' specific behavioral changes can reflect whether their attitudes have changed and the learning results can be observed. The above learning objective can be described as follows: Internal Psychological Description: Have the attitude of caring for the class. Examples of behavior: do duty conscientiously; Take the initiative to do something beneficial to the class; Actively participate in the activities of the class organization; In the grade or the whole school competitions, actively for their class to strive for good results. Another example is the goal of learning " Understanding the analogy in the writing of argumentative writings." " This can be described as: Internal Psychological Description: Understand the analogy in the writing of argumentative essays. Examples of behavior: Explain the conditions of using analogies in your own words; In the text, find out the sentences that use analogy to clarify the argument; The text which contains analogy method and metaphor method can be pointed out sentences

The expression of teaching objectives--ABCD representation of behavioral objectives