Practice Review And Reflection On The Status Quo Of Primary Teachers' Design Of Classroom Teaching Objectives

The goals of classroom teaching,as the soul of a class,have the functions of orientation,motivation,adjustment and evaluation for teaching activities.They are the starting points and end points of teaching activities.Teachers,as the designers of classroom teaching objectives,need to carry out this work conscientiously.If Teachers want to design good classroom teaching objectives,first of all,they need to understand the meaning of classroom teaching objectives,and then they can regulate the design of classroom teaching objectives actions and content.Teachers' conscious design of classroom teaching objectives,deep and comprehensive reflection of classroom teaching objectives,and re-design of rational science is the goal of classroom teaching objectives,is the basic process of design of classroom teaching objectives,no matter which part of the process requires teachers' correct perception ? code of conduct and content science.Therefore,the research on the target design of primary teachers' classroom teaching goals will focus on teachers' cognition of objective design,the behavior of objective design and the content of objective design.Teachers' cognition of objective design,which requirements that teachers should be familiar with the connotation of classroom teaching objectives and understand the process.The behavior of goals designing requires teachers to consciously design classroom teaching goals.The presupposition,reflection,and re-design of classroom teaching goals are the results of teachers' careful analysis under the guidance of certain theories.The content of the goal design requires teachers to base themselves on the overall development of students,and adhere to the scientific teaching concept.This thesis investigates the status quo of primary teachers' design of classroom teaching goals by means of questionnaire survey,content analysis and interviews.Based on the basis,principle and process of classroom teaching goal design,this paper presents the status quo of the teachers' cognition and behavior of classroom teaching goal design and the content,and reveals the design problems.The study finds that in terms of cognition,there are issues such as chaos in classroom instructional levels and neglect of redesign.There are some problems in the design behavior such as copying,copying other people'sclassroom teaching objectives,designing mechanized teaching objectives and missing the re-design target parts,which has a strong impact on the quality of the design of classroom teaching goals.In the content of design,teachers emphasize on the goal of knowledge,practice "emphasizing on teaching and neglecting learning," and their reflection on the goal focuses on the attainment of the standard of knowledge,which seriously hinders the students' all-round development.Through the investigation and document searching,I understand that the reasons for these problems blame on teachers,schools and other factors.First of all,the teacher has a weak theoretical knowledge on the design of classroom teaching objectives.Secondly,the teacher has the inertia of the target design activity in the classroom teaching.Thirdly,the teacher pays attention to transmission of knowledge.Finally,the evaluation of teachers' teaching based on the enrollment rate is the most important.Facing these problems,we should actively look for solutions to make teachers consciously regulate the design of classroom teaching objectives,establish the correct teaching objectives concepts and establish long-term mechanism to reduce the negative impact of exam-oriented education,and boost teachers' ability of their classroom teaching objectives.