课程教学目标设计中的概念表述问题与教师的备课实践选择  

On the Problem of Concept Expression in Designing the Curriculum Teaching Objective and Teachers' Practical Choice of Preparing Lessons

作　　者：雒焕国[1] 张海钟[2] 

机构地区：[1]河西学院教师教育学院,甘肃张掖734000 [2]兰州城市学院教育学院,甘肃兰州730070

出　　处：《高等理科教育》2012年第5期103-107,共5页Higher Education of Sciences

基　　金：甘肃省城市发展研究院(兰州城市学院)2010年立项资助课题"城市化背景下的教师教育改革研究"成果之一

摘　　要：20世纪以来,随着教育心理学的发展,我国课程教学目标设计领域出现了许多新理论,比如有以苏联教育模式来设计课程教学目标,也有按照美国的教学理论来设计,或者有些学者和教师侧重全面发展教育理论。我们认为,课程标准制定和教师课堂教学方案设计应从认知目标、情感目标、行为目标和人格目标几方面来实现学生全面发展和素质教育理念。Since the 20th century, with the development of educational psychology, it has emerged lots of new theories in the field of designing China~ curriculum teaching objective, such as designing curriculum teaching objective with Soviet educational mode, designing it according to American teaching theory, or em- phasizing the educational theory of overall development by some scholars and teachers. We think we should in- sist cognitive, emotional, behavioral, and personality objective when establish curriculum standard and de- sign classroom teaching scheme, in order to realize students＇overall development and the concept of quality- oriented education.

关 键 词：教学目标 概念问题 教师 备课 实践 

分 类 号：G423[文化科学—课程与教学论]