| Professor Zhong qiquan thought that instructional design of three-dimension objectives is the inevitable core topic of new curriculum reform. It will be poles apart if the so called study of effective teaching strayed from three-dimension objectives. So, the study of classroom goals’ design and practice around the three-dimension objectives is the basis to know about the implementation of biology new curriculum concept during the teaching progress. The three-dimension objectives in this paper belongs to the basest and most specific level in the goal system. It stipulates the fundamental direction of classroom teaching. It is the directly basis of the teacher for teaching activities and teaching evaluation.Three ways-analysis of the classroom three-dimension objectives design in teaching plan, questionnaire survey and classroom observation-were used to investigate the specific circumstance of the teacher’s understanding, design and practice for teaching. The survey found that during the design and practice of three-dimension objectives, the following questions were main existence. (1) The goal consciousness of the teachers was weak. They were lack of study on the three-dimension objectives of classroom. (2) The design of the three-dimension objectives of classroom was formalization. The forceful teaching instruction was lacked. (3) The practice of the three-dimension objectives of classroom was mechanization and fancy.The attainment of three-dimension objectives was not matched with actual teaching during the practice in class. Much more attention was paid to teaching methods in the implementation of three-dimension objectives of classroom, while less attention was paid to goal attainment. The implementation of three-dimension objectives goal of classroom was mechanization. Adjustment was inflexible.Specific to the problems in the design and practice of three-dimension objectives, Combined with compulsory education biology textbooks and teaching reference books, system analysis and study of relevant literature, the author presents that the design strategy of the three-dimension objectives in junior school biology is to read curriculum standard carefully, analyze textbook content and the students’ learning situation. The design procedure is successively the curriculum standard goal of curriculum theme objectives---unit and chapter objectives--class objectives. Integral grasp and stepwise decomposition are the principle. Goal statement elements includes main body, behavior, conditions, degree and three-dimension objectives target cannot be short of them. During the practice of three-dimension objectives of classroom, the author comes up with a reversal design method which is differ from the traditional teaching design method. Goal directed design is used to evaluate and arrange teaching. Teacher-student interaction in the classroom teaching should be permeated into three-dimension objectives. When leading-in of a classroom, the learning goals should be uncovered timely and accurately. The effect of assessment and enforcement of the agreement of three-dimension objectives would be illustrated with biology case teaching.The study of the three-dimension objectives is mainly stayed at the level of theory. And the range of study is wide. In this paper, the author put the three-dimension objectives into biology and makes it specifically into the teaching practice. The research result is presented with biology teaching case. It is easy for teachers to understand. In the meantime, the related strategies which is provided by the author can be a reference for teachers. Teaching plan analysis and questionnaire were used for the design and practice of three-dimension objectives of classroom. First of all, the author comprehends the implementation of three-dimension objectives as a whole and providing guiding for the following classroom observation and observation contents. The combination of three study methods makes the results more reliably. |
PDF Full Text Request