| Instructional objective is the logical starting point of instructional design. It directly relates to the quality of the classroom-teaching and talent-cultivation. In order to meet the demand for talent quality in 21st informationalized and knowledge economized century, China promulgated the "Outline of Basic Education Curriculum Reform" in 2001 and affirmed the three-dimension curricular objects, including knowledge & skills, process & steps, emotional attitude & values. Complying with this requirement, the biology curriculum standards affirmed its curricular objects as knowledge, ability, emotion attitude and values. Under the new curriculum background, what does Instructional objective have changed substantially? what is the reality of the Instructional objective design? What should we do to design instructional objective? These questions are worth studying!To solve these problems, the main research methods used in this study include literature research, case study method, questionnaire survey method etc. By analyzing related literature published on CNK.I since 2001, this paper gets a deep understanding of theory related to instructional objective, including concepts similar to it, its role in target system and its content. Based on questionnaire surveys of 68 biological teachers in middle school and study of 42 instruction designs which were award-winning, this paper summarizes the existing problems. The main results of this study includes the following sections:Biology three-dimensional curriculum objective that combines cognitivism, constructivism, human-based learning theory, shifts from single and linear to multi-dimensional and stereoscopic on structure, from external demands to internal development on function, from Knowledge/Task/Teacher-Centeredto Students-Centered on pattern. The changes in curriculum objective require changes in educational ideas when teachers design instructional objective, from "knowledge-oriented" to "students’ development-oriented", from static to dynamic on knowledge view, from teaching thought to curriculum awareness.There is a gap between the reality and theory in instructional objective design. For example, most teachers still haven’t the clear understanding of the relevant research on curriculum and instruction objective; some of the instruction objectives are not scientifically designed, some are not all-sided or expressed in a standardized way. The gap between the reality and theory requires changes in action when teachers design Instructional objective:have a deep understanding of theory related to instructional objective; have the skills of objective designing, expresse objectives in a standardized way.Research suggests that it is necessary for teacher to change both educational idea and action when design instruction objections, and that the scientific skills and evaluation scale are important guarantee for transition from ideas to action in objection designing.This article has two innovations. One is making a request of shift both on idea and action after analyzing the three-dimension curricular objects and the reality of the Instructional objective design. The other one is establishing the bridge for ideals with action by developing the scientific procedure and evaluation scale. |
