职业教育课堂教学目标制定的基本策略与未来展望  

Basic Strategies and Future Prospects of Formulating Classroom Teaching Objectives in Vocational Education

作　　者：谭移民 谢莉花[2] Tan Yimin;Xie Lihua(Shanghai Teachers Education Institute,Shanghai 200041;Institute of Vocational Education of Tongji University,Shanghai 200092)

机构地区：[1]上海市教师教育学院(上海市教委教学研究室),上海200041 [2]同济大学职业技术教育学院,上海200092

出　　处：《职业技术教育》2024年第35期26-31,共6页Vocational and Technical Education

基　　金：国家社会科学基金教育学一般项目“职普融通与职业教育高质量发展:从国际经验到中国路径创新”(BJA230041),主持人:谢莉花。

摘　　要：教学目标是课堂教学的出发点和落脚点,是贯彻专业教学标准和课程标准的核心纽带。职业教育课堂教学目标的制定需要在明确目标基本分类、规范基本描述、把握制定依据、构建制定流程的基础上,形成规范、适用的制定策略,为职业院校教师在制定课堂教学目标时提供有力参考。未来,职业教育课堂教学目标的制定应聚焦综合职业能力目标实现,通过协同设计大单元教学目标及关联教学过程、评价与目标制定等,确保职业教育课堂教学朝着整体化设计和描述的方向前进,以适应不断发展的教育需求和职业要求。Teaching objectives are the starting point and the result of classroom teaching,and they are the core link to implement teaching standards of specialties and curriculum standards.It is necessary to form a standardized and applicable strategy to set the classroom teaching objectives of vocational education based on defining the basic classification of objectives,standardizing the basic description,grasping the basis of formulation and constructing the formulation process,which provides a powerful reference for vocational school teachers in formulating classroom teaching objectives.In the future,the formulation of vocational education classroom teaching objectives should focus on the realisation of comprehensive vocational competence objectives,and ensure that vocational education classroom teaching moves towards holistic design and description through the collaborative design of large-unit teaching objectives and the associated teaching process,evaluation and objective-setting,etc.,so as to adapt to the evolving educational and vocational requirements.

关 键 词：课堂教学目标 课程标准 职业教育 综合职业能力 教学评一体 

分 类 号：G719.2[文化科学—职业技术教育学]