目标导向性学习的技巧与策略

目标导向的教学设计，是一种从教学目标出发并以目标为核心的教学设计模式，最早由皮连生教授在其《智育心理学》中提出。笔者根据相关课题的研究，将目标导向课堂教学设计的流程概括简化为两个基本步骤：一是设计精确的课堂教学目标；二是基于教学目标进行课堂教学设计，包括教学内容设计、教学策略设计、教学评价设计和教学过程设计。

Goal oriented teaching design, it is a kind of starting from the teaching goals and objectives as the core of teaching design mode, the earliest in its "intellectual education psychology" by professor PiLianSheng is put forward. Based on related research, generalization of goal-directed design of classroom teaching process is simplified to two basic steps: one is the design precision of classroom teaching goal; 2 it is based on the teaching goal carries on the classroom teaching design, including the design of teaching content, teaching strategies, teaching evaluation and teaching process design.

一、精确课堂教学目标的设计

A, precise goal of classroom teaching design

教学作为一种自觉的、有目的的培养人的社会实践活动，其全部运作都是围绕目标展开并逐步逼近目标的过程，因此，科学设计并精确陈述课堂教学目标，既是教师进行课堂教学设计的首要任务，也是目标导向课堂教学设计的重点、难点和关键。

Teaching as a conscious, purposeful, cultivate people's social practice, all of its operations are built around the target and to approach the target step by step process, as a result, the scientific design and precise statements of classroom teaching objectives, is the priority of teachers' classroom teaching design, also is the emphases and difficulties of goal-directed design of classroom teaching and the key.

在新课程背景下进行课堂教学目标设计时，首先，要认真研究课程标准、教材内容以及学生等，并结合课标要求和学生实际，明确学习任务或学习活动。其次，要以某一知识内容为主线，将与其教学内容相关的知识与技能、过程与方法、情感态度与价值观目标融合在一起进行整体构思与设计。最后，结合学生实际和地理学科特点，设置合适的行为条件或活动情境，选择合适的行为动词，并用规范的语句清楚地陈述出来。在高中地理教学中，常用的课堂教学目标设计与陈述方法主要有行为目标陈述法和表现性目标陈述法。

Under the background of new course classroom teaching goal design, first of all, to seriously study course standard, teaching material and students, etc., and combining the curriculum requirements and the actual students, clear learning tasks or activities. Second, to a certain content of knowledge as the main line, will be related to its teaching content knowledge and skills, process and methods, emotional attitude and value objectives together to carry on the overall conception and design. Finally, combining the reality of students, and the characteristics of the geography discipline, set the appropriate behavioral conditions or activities situation, choose the right action verbs, and normative statements clearly stated out. In the high school geography teaching, classroom teaching goal design and presentation methods are mainly behavior goal statement and expressive objectives statement.

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1.行为目标陈述法

1. The behavior goal state method

行为目标陈述法是通过明确规定教学活动后，预期学生应该达到的具体的、可测量的行为结果来设计与陈述教学目标的方法，一般由四大要素组成，包括行为主体、行为动词、行为条件和表现程度（或行为标准）。这种方法主要用于“知识与技能”等结果性目标和部分可以结果化或需要结果化的“过程与方法”目标的设计与陈述。其主要特征是行为动词要具体、可测量、可操作，行为结果具有相对统一或共同的最低标准。

Behavior goal statement method is through the clear rules after the teaching activity, expected the students should be specific, measurable behavioral results to design and present teaching target method, generally consists of four elements, including the subject behavior, action verbs, behavior and performance levels (or standard). This method is mainly used for "knowledge and skills" and other outcome goal and result or need part can be the result of "process and method" goal design and presentation. Its are main the feature is specific, measurable, action verbs to operational, behavioral findings are relatively unified or common minimum standards.

例1.在观察地球内部圈层结构模型（或熟鸡蛋、熟鸭蛋结构）的基础上，运用地震波的传播速度与地球内部圈层的划分示意图，说出地球内部圈层的名称及其分界面，简要说明地震波的传播特点，归纳概括（或列表比较）各内部圈层的主要特点。

Case 1. In the observation of the interior of the earth the structural model (or cooked eggs, cooked duck egg structure), on the basis of the use of seismic wave propagation velocity and the division of spheres of earth's interior schematic diagram, the name of the inner spheres of the earth and its interface, and the brief explanation of seismic wave propagation characteristics, the summary list (or comparing) the main characteristics of each inner circle.

2.表现性目标陈述法

2. Expressive objectives stated method

表现性目标陈述法是通过明确规定学生应参与的具体活动或任务，但不规定学生在活动中应取得的具体结果或统一标准，来设计与陈述教学目标的方法。这种方法主要用于“情感态度与价值观”目标和部分难于结果化或无需结果化的“过程与方法”目标的设计与陈述。

Expressive objectives statement method is through the specified students should participate in specific activities or tasks, but not regulations, students should be made in the activities of specific results or uniform standard, design and presentation to the teaching goal of the method. This method is mainly used for "emotional attitude and values" goals and some difficult results or no results of "process and method" goal design and presentation.

表现性目标陈述法一般也是由四个要素组成，即活动主体、活动情境、行为动词和表现性任