课程目标:概念、功能及其分类研究  

Curriculum Objective:Concept,Functions, and Classification

作　　者：孙泽文[1] 左菊[2] 

机构地区：[1]荆楚理工学院教育发展研究中心,湖北荆门448000 [2]荆楚理工学院外国语学院,湖北荆门448000

出　　处：《长江师范学院学报》2012年第6期56-59,139,共4页Journal of Yangtze Normal University

基　　金：湖北省高等教育教学改革项目"渗透于专业课程的小学英语教学技能培养研究"(2009333)

摘　　要：课程目标是教育目的和培养目标实现的途径,体现了课程开发与教学设计中的教育价值。其功能包括导向功能、激励功能、聚合功能和评价功能。课程目标的分类国外主要有布鲁姆等学者的课程目标分类理论、加涅的学习结果分类理论、奥苏伯尔有意义学习分类理论。国内有传统的三分法、四分法、五分法和我国基础教育新课程"三维目标"分类法。As a way for achieving the goal of education and cultivation, curricular objective embodies education value in curriculum development and teaching designing. Its functions include guiding, inspiring and measuring. Abroad, the classification of curriculum objective includes curricular classification theory by Bloom et al, Gagné’s classification theory on learning result, and Ausubel’s classification theory on meaningful learning. Domestically, the classification includes tripartite method, quartering method, quinquepartite method and the classification of 'three-dimensional objective' based on the new curricular of basic education.

关 键 词：课程目标 概念 功能 分类理论 

分 类 号：G423.04[文化科学—课程与教学论]