指向核心素养的学习目标:制定与分享
|
摘要
学习目标是促进核心素养落地的关键。将教师一方制定的"教学目标"转化为师生共同参与制定与分享的"学习目标",有助于教师教学观的转变,有助于学生自主学习能力的提升,有助于自我评价方式的转变。在制定"学习目标"时,教师首先需要定位"教学目标"在目标系统中的地位,再实现"教学目标"到"学习目标"的转化,学生才能内化"学习目标"以提高自主学习能力。在分享"学习目标"时,首先理解分享学习目标的意义,再通过学习目标的路径化、可视化与泛在性等策略,增强有效教师教学与学生学习责任感。
Learning objectives are the key to promoting the implementation of core literacy. They are helpful for teachers to change their teaching concept and for students to improve their independent learning ability and change their self-evaluation method when "teaching objectives" which are set only by teachers are turned into "learning objectives" which are jointly set and shared by both teachers and students.When setting "learning objectives",teachers should first position "teaching objectives" in the "system" of goals,then finish the transformation from "teaching objectives" to "learning objectives",and students should internalize "learning objectives" to improve their independent learning ability. When teachers and students share"learning objectives",the meaning of sharing should be understood first,and then teachers' effective teaching and students' sense of learning responsibility should be enhanced through such strategies as learning paths,visualization and ubiquity of student objectives.
Learning objectives are the key to promoting the implementation of core literacy. They are helpful for teachers to change their teaching concept and for students to improve their independent learning ability and change their self-evaluation method when "teaching objectives" which are set only by teachers are turned into "learning objectives" which are jointly set and shared by both teachers and students.When setting "learning objectives",teachers should first position "teaching objectives" in the "system" of goals,then finish the transformation from "teaching objectives" to "learning objectives",and students should internalize "learning objectives" to improve their independent learning ability. When teachers and students share"learning objectives",the meaning of sharing should be understood first,and then teachers' effective teaching and students' sense of learning responsibility should be enhanced through such strategies as learning paths,visualization and ubiquity of student objectives.
引文
[1]CCEA.Assessment for Learning:A Practical Guide[Z].Belfast:Council for the Curriculum,Examinations and Assessment,2009:5.
[2][美]拉尔夫·泰勒.课程与教学的基本原理[M].施良方,译.北京:人民教育出版社,1994.
[3]张华.核心素养与我国基础教育课程改革--再出发[J].华东师范大学学报(教育科学版),2016(2).
[4]曾文婕.从“教学目标”到“学习目标”--论学习为本课程的目标转化原理[J].全球教育展望,2018(4).
[5][美]Barbara E.Walvoord&Virginia Johnson Anderson.等级评分--学习和评价的有效工具[M].国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组,译.北京:中国轻工业出版社,2004.
[6]汤文娟、王柯芦.基于生态系统理论的分享式儿童外语习得模式研究[J].西安外国语大学学报,2018(3).
[7]王沁艳.丁新邦.学习性评价:理论与实践的对话[J].全球教育展望,2009(9).
[2][美]拉尔夫·泰勒.课程与教学的基本原理[M].施良方,译.北京:人民教育出版社,1994.
[3]张华.核心素养与我国基础教育课程改革--再出发[J].华东师范大学学报(教育科学版),2016(2).
[4]曾文婕.从“教学目标”到“学习目标”--论学习为本课程的目标转化原理[J].全球教育展望,2018(4).
[5][美]Barbara E.Walvoord&Virginia Johnson Anderson.等级评分--学习和评价的有效工具[M].国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组,译.北京:中国轻工业出版社,2004.
[6]汤文娟、王柯芦.基于生态系统理论的分享式儿童外语习得模式研究[J].西安外国语大学学报,2018(3).
[7]王沁艳.丁新邦.学习性评价:理论与实践的对话[J].全球教育展望,2009(9).