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一种描述性目标分类体系对学科教学是远远不够的,课程目标也应该是一种思考工具,以支持教师对学、教及评价的设计决策;对高中生物课程标准目标分类体系进行问题分析,并基于学科课程标准现实与学科教学实践需要,提出具体内容明确区分知识类型,将知识、情感与能力目标维度并行叠加构成可视化教学思考工具,以引领并辅助教师进行教学思考决策。
A descriptive target classification system is not enough for subject teaching. The goal of curriculum should also be a thinking tool to support teachers’ design decisions on learning, teaching and evaluation. The problem analysis of target classification system of biology curriculum in senior high school Based on the reality of the subject curriculum standard and the need of teaching practice in the subject, this paper puts forward the concrete content to clearly distinguish the types of knowledge, and superimposes the dimensions of knowledge, emotion and ability parallelly to form a visual teaching thinking tool to lead and assist teachers in teaching thinking and decision.