In the mathematics curriculum goal, the behavioral verbs that describe the result goal include:
Understanding: Students should be able to understand mathematical concepts, principles, methods and applications.
Mastery: Students should be able to master basic math skills and knowledge.
Application: Students should be able to apply their mathematical knowledge and skills to solve practical problems.
Application: Students should be able to use mathematical knowledge and methods to reason, analyze and solve problems.
Understanding: Students should understand the relationship between mathematics and other disciplines and the role of mathematics in social development.
Exploration: Students should be able to explore and solve mathematical problems, discover mathematical laws and conduct mathematical reasoning.
Mastery: Students should master mathematical modeling, numerical calculation, data analysis and other skills.
Application: Students should use mathematical models and methods to predict, optimize and make decisions.
Application: Students should use mathematical tools and software for calculation, simulation and visualization.
Understanding: Students should understand the basic ideas, methods and spirit of mathematics and cultivate mathematics literacy.
These behavioral verbs are used to describe the results and goals that students should achieve after learning mathematics, help students master mathematical knowledge, skills and abilities, and cultivate mathematical literacy.
Extended data:
The concept of behavioral goal was first put forward by Professor Taylor of Ohio State University (1934). Taylor (1950) thinks that the most useful form of goal statement is behavioral goal, that is, to state a special learning result with observable student behavior. Under Taylor's influence.
American behavioral psychology scientist R. Mager (1962) published a book "Preparing Teaching Objectives", which systematically put forward the theory and technology of stating teaching objectives in behavioral terms. In his short and readable book, Ma Jie believes that the teaching goal should state "what students can do to prove his achievements, and how teachers know what students can do."
Behavioral goals should be expressed by observable behaviors. When expressing goals, we should avoid using verbs that describe the internal psychological process, such as cognition, understanding, appreciation and memory, but should use behavioral verbs such as reciting, explaining, choosing and writing. Using behavioral verbs can facilitate us to observe whether and when the target behavior is realized.
Whether the behavior in the teaching goal can be observed depends on the verb chosen. Some scholars (Zhu Jingxian, 1987) have chosen clear action verbs for the teaching objectives in Bloom's three fields, which has certain reference significance for us to state the teaching objectives in these fields.