Unit 3-知识点三：陈述学习目标

3. State Objectives （陈述学习目标）

3.1 What is objective ？

(1) The definition of objective

    An objective is a statement not what the instructor plans to put into the lesson but of what learners ought to get out of the lesson. 教学目标指设计者希望每一个学习者取得什么样的学习结果，或者是完成教学任务后学生应该掌握什么新技能。教学目标应该陈述的是获得什么，而不是如何获得。

(2) Why need objective?

    First, you must know your objectives in order to make appropriate selection of methods and media; another basic reason for stating your instructional objectives is to help ensure proper evaluation. 陈述教学目标的必要性：首先，知道教学目标，是为了选择合适的教学媒体和教学方法，教学目标会引导我们设计合适的教学活动顺序，选择合适的教学媒体；其次，教学目标的确定是为了评价教学效果。

3.2 The ABCDs of Well-Stated Objectives

    一个好的教学目标开始要说明对象是谁，即这个教学目标是为谁确定的。然后要指出需要显示的行为或者能力。还要指出这些能力在什么条件下观察到。最后，要定义掌握新技能的熟练程度。

(1)A ： Analyze the learners （教学对象）

    A major premise of systematic instruction is to focus on what learners are doing, not on what the teacher is doing. Because accomplishment of the objective depends on what learners do, the objective begins by stating whose capability is going to be changed. 描述教学目标时，首要要明确地是谁的技能发生了变化。

Examples:

Good audience description:

    •  Sixth grade Earth Science Students

    •  Telecommunications department group managers

Bad audience description:

    •  Learners

    •  Students

（ 2 ） B ： Behavior （行为）

    The heart of the objective is the verb describing the new capability that the audience will have after the instruction. This verb is most likely to communicate your intent clearly if it is stated as an observable behavior. 目标描述的核心是动词，以说明教学完成后，学生将具有什么新能力。如果动作是可观察的行为，最有可能明确地表达教师的意图。教师应避免使用知道、理解、意识这样含糊不清的词汇。

Examples:

Bad objectives:

    •  Learners will navigate a multimedia tutorial successfully

    •  Learners will understand the water cycle.

Good objectives:

    •  Learners will raise their hands in class before speaking.

    •  Learners will knit a scarf that is 10 inches wide by 3 feet long.

具体动词选择见下表：

（ 3 ） C ： Conditions （条件）

    A statement of objective should include the conditions under which the performance is to be observed. 教学目标描述中要说明，学生在什么条件下，展示他们习得的技能。

    Mager (1997) suggests three critical questions that you ask yourself when trying to write the conditions:

        ① What will the learners be expected to use when performing (tools, forms, pens, pencils, paper, etc.)?

        ② What will the learner NOT be allowed to use when performing (study guide, checklist, textbook, etc.)?

        ③ What will be the real-world conditions under which the performance will be expected to occur (in class, on stage, on the basketball court, etc.)?

    Many times, it is easy to write the conditions if you start off with the phrase "Given...., learners will...."

Examples

    •  Given a networked PC, a mouse, and Internet Explorer, fifth grade students will open Internet Explorer by clicking on the shortcut icon on the computer desktop.

    •  Given a checklist of criteria that make a website credible, a networked iMac, a mouse, and Netscape Navigator, tenth grade English students will evaluate ten websites about Shakespeare's Taming of the Shrew.

（ 4 ） D ： Degree （ 程度）

    The final requirement of a well-stated objective is that it indicates the standard,or criterion,by which acceptable performance will be judged.

    Mager (1997) identifies several different categories of degrees (although he calls them criteria), they are speed, accuracy, and quality. The most important thing about the degree is that it makes sense and is valuable.

Compare the Examples:

    •  Given the shoes with shoelaces on their feet, 6 year olds will tie the shoelaces with 90% accuracy.

    •  Given the shoes with shoelaces on their feet, 6 year olds will tie the shoelaces within one minute.

3.3 Classification of Objectives 目标的分类

    教学目标可以按照学习结果的类型分类。虽然在学习结果的分类方面有很多不同的意见，广泛接受的学习结果有三类：认知技能、情感技能和运动技能，我们可以再加上一类人际交往技能，这种技能在团队合作中很重要。下面的图显示了这几种分类之间的关系：

 表 1 学习目标分类与描述

3.4 Objectives and Individual Differences 目标与个体差异

     每一个教学目标当然都要设法适应个别学习者的学习能力。教学目标不是限制学生的学习，相反它是学生应当达到的最低的标准。因此我们要鼓励学生在实现教学目标的过程中，进行偶然发现式的学习或者临时性的学习。每一个学生具有不同的特征，由于个体的差异，临时性学习也具有不同的形式。在教室环境中组织的班级讨论和其他活动，可以为学生们提供经常性的自主学习。学生之间的互相帮助，使他们可以分享学习的成绩，使习得的技能得到强化。事实上，为了鼓励学生自己学习和照顾个体差异，教师要经常鼓励学生制订自己的学习目标。