Since then, the research on target teaching has been widely carried out in China's education sector.
Since the publication of People's Republic of China (PRC) Compulsory Education Law 1986 in April, Bloom's teaching theory has adapted to the needs of implementing nine-year compulsory education in China, improving the quality of the people and improving the quality of teaching in a large area. Its educational goal classification, teaching evaluation theory and mastering learning strategies have spread rapidly in China and have had a wide impact.
Bloom and his students divide the teaching objectives into three categories: cognitive field, motor skill field and emotional field, while the teaching objectives in cognitive field are divided into six levels: cognition, understanding, use, analysis, synthesis and evaluation.
During the period of 1988, the research group of "Research on Teaching Objectives in Shandong Province", headed by Li Jiangang and Zhang Zhiyong of Shandong Institute of Educational Sciences, borrowed and reformed Bloom's theory of educational equivalence classification. Through the exploration and practice of experimental teachers, it was concluded that Bloom's six-level classification of teaching objectives in cognitive field was scientific from the perspective of behavioral complexity and internal logic, and the last three levels were "analysis, synthesis and integration".
Therefore, the research group of "Research on Teaching Objectives in Shandong Province" transformed Bloom's six-level classification into four-level classification of "memory, understanding, application and innovation" in middle schools and three-level classification of "memory, understanding and application" in primary schools, and made a preliminary scientific demonstration from the aspects of brain science, physiology, neurophysiology, psychology and pedagogy.
2. Mathematics Curriculum Standard for Full-time Compulsory Education formally puts forward the concept of "teaching goal".
In July of 20001year, the Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft) formulated by the Ministry of Education was officially published. Mathematics Curriculum Standard for Full-time Compulsory Education draws lessons from the research results of target teaching in China, puts forward the "overall goal" and "learning stage goal" of mathematics curriculum in compulsory education stage, and uses terms such as "cognition, understanding, mastery and application" to express the goals at different levels in the cognitive field. Use terms such as "experience, experience and exploration" to express different degrees of goals in the process of learning activities.
3. How to formulate and implement teaching objectives
Mathematics Curriculum Standard for Full-time Compulsory Education is the basis and guide of teaching. Many teachers copy the "teaching reference" without serious thinking when formulating the specific teaching objectives of each chapter and each class hour. First, we should attach importance to students' dominant position; Second, the teaching goal in the emotional field is carried out imperceptibly through the study in the cognitive field.
Second, about teaching methods.
Teaching means and methods serve the "teaching objectives", and the choice of teaching methods should also pay attention to students' subjective status.
In this observation activity, some teachers put forward the following teaching methods used in a class: situational teaching method, guided discovery method, intuitive demonstration method, independent inquiry and cooperative learning. In fact, he did not seriously study the meaning of the above teaching methods, but listed them according to some reference materials.
The choice of teaching methods should take into account students' knowledge base (including the possible knowledge defects of "pre-knowledge").
The accumulation of knowledge defects is the main reason for the formation of "poor students" Bloom's so-called "mastery learning" is based on the class teaching system, supplemented by frequent and timely feedback, providing students with personalized help and extra study time, so that most students can reach the mastery standard stipulated by the curriculum objectives. Bloom believes that as long as there is proper time and proper teaching, almost all students can learn all the contents well.
1. The selection of teaching methods should consider the characteristics and acceptability of teaching materials.
"Examples from real life" is attractive, which is the characteristic of the new curriculum textbooks, but it cannot be the same. For example, in the section of "Complete Square Formula", many teachers guide the topic through "practical questions": People's Square is a square with a length of one meter, so what is the area of the square? If we pave a 6-meter-long road on both sides of the square, what is the total area?
What leads to the topic is the geometric explanation of the complete square formula, but it is actually "practical for the sake of reality", resulting in "simple problems are complicated" and the teaching content and difficulties are "putting the cart before the horse".
2. The choice of teaching content and teaching methods should be as "optimized" as possible.
As mentioned above, it is impossible for a teacher to suggest that five or six teaching methods can be used in a class.
IO K babanski, an educator in the former Soviet Union, once put forward the concept of "optimization of educational process". General teaching methods include lecture, practice, experiment, chart, questioning method, analogy, procedure, discussion, inquiry and autonomy.
The choice of teaching methods mainly depends on different classes, different teaching objectives, different teaching contents, teaching equipment and conditions, the actual situation of students and the quality and conditions of teachers themselves.
Third, about the use of teaching materials.
At present, junior high school mathematics textbooks in our province include People's Education Edition, Beijing Normal University Edition, China Normal University Edition, Shandong Edition and Qingdao Taishan Edition. Each version of the textbook with the same content has its own advantages and disadvantages.
Textbooks are the means to achieve "teaching goals", and teachers should not be slaves to textbooks. In the process of teaching, if the arrangement of teaching materials is insufficient, teachers have the right to make appropriate changes.
For example, Pythagorean theorem and real number are independent in Beijing Normal University Edition and China Normal University Edition, but in Qingdao Taishan Edition, it is arranged like this: real number contains Pythagorean theorem and the root of number. In my opinion, the arrangement of Lu edition can integrate the two, reveal the internal substantive relationship between them and promote the optimization of students' cognitive structure.
In short, as a middle school math teacher, don't be satisfied with being a good teacher, but concentrate on studying educational theory and strive to become a scholar-type teacher. ...
(Author Wang Xiaocheng: Zhang Xiuyu, Education Bureau of yanggu county, Liaocheng City, Shandong Province: Xihu Middle School, yanggu county, Liaocheng City, Shandong Province)