An Action Research In Development Of Teachers’ Cognition In The Teaching Goal Design

The teaching goal is an expected result of the students’behavior,which plays an important role in the guide of the teaching.The goal of scientific and rational cognitive teaching do play a role inImproving teaching and promoting the professional development.Thepurpose of this paper is to develop teachers’ cognition in the design ofthe teaching goal and to mainly deals with four questions:(1)Toinvestigate the math teachers’cognitive status during the teachinggoal design;(2)To develop my cognition in the design of the teachinggoal;(3)to explore an effective approach of developingteachers’cognition.(4)To analyze the factors affecting teachers’cognitive development during the design of the teaching goal.The paper regards action research as the basic way,investigatethe math teachers’ cognitive status during the teaching goal designand takes developing the cognition of self-teaching goal as the mainmelody.The research experiences three stages, which are exploring, developing and skilled stages,all of which are a progressivedevelopment. The author improves the teaching goal cognition bydesign, implementation and reflection of the teaching goal andexplore the route to improve teachers’cognition.At last,The authorchoose teacher A to make action research to verify the efficiency ofthe route.The main conclusions are as follows:First, there are some problems about the teachers’ attitudetowards teachers’ cognition of the teaching goals, they are differentin the awareness and understanding of teaching goals;they arecognitive-sided about the design of the teaching goal, they lack theconsistency in understanding of the curriculum;It consists ofdifference between the design of three-dimensional teachingobjectives and the actions in class. They are lack of understanding ofthe mathematical teaching goals, Teachers’ experience plays animportant role in the statement of teaching goal,and it ischaracterized with fuzziness and generality.Teachers’cognitivereflection on teaching objectives should be improved.Second,through the action research,the author has improvedself-teaching goal cognition. The author develops the cognition fromonly consider teaching material and students to consideringcurriculum,teaching material,students and unit teaching targetcomprehensively while designing the teaching goal.The author develops the cognition from treating teachers as the main body andchoosing general action verbs to treating students as the main bodyand choosing operational and easy measured action verbs. The authorstrengthens the cognition of the three-dimensional teaching goal andthe four-dimensional teaching goal. The author develops the cognitionto the integrity teaching goal and affective teaching goal.Theteaching goal implementation always keeps consistent to the designof the teaching goal.The author improves the ability to reflect theteaching goal. At the same time, the students’enthusiasm and gradeof learning mathematics has improved dramatically with thedevelopment of the cognition.Third, The effective way to develop teachers’ cognition in thedesign of the teaching goal is: teachers should consider the coursestandard,teaching materials,students,and the unit teaching goals,andcombine the characteristics of the mathematics curriculum with thefour dimensional mathematics teaching goal to design,pay attentionto the role of the procedural teaching goals and the emotionalteaching goal in teaching design, regard the students as the mainbody and choose specific operational action verbs to describe, andmake the design of the teaching goal to be specific, integral andoperational, and to consistent with the design of the teaching goal asfar as possible in the process of implementation of the teaching goal, pay attention to the role of generative teaching goal in the teachingprocess, make the default teaching goals and generative teachinggoals to be supplementary to each other.Finally,taking a certainamount of reflection on the strategies for teaching objectives toimprove the cognitive performance of teachers’ teachinggoal.Moreover,verifying teacher A through the action research,anddeveloping the cognition of teacher A’s teaching goal also.Fourth, the factors influencing teachers’ cognition of the teachinggoal include the cognition of teachers to the mathematics, the courseand the students.Finally, the researcher puts forward four suggestions thatteachers need training participatory education of teachers inimproving the cognition of teachers’teaching goal.First,improving theteachers’theory on teaching goals;second, improving the teachers’consciousness of teaching goal according to the characteristics ofdifferent subjects;third, improving the teachers’ cognition of teachinggoal design; fourth, improving the teachers’ reflection to the teachinggoal.