Research On The Design Of Primary English Teaching Objectives

In the eighth basic education curriculum reform in China,the teaching objectives of subject courses have changed from two-dimensional to three-dimensional,and the new round of curriculum standard revision strengthened the teaching objectives.The design ability of teachers' teaching objectives is an important manifestation of teachers' professional quality.The design of teaching objectives can also reflect teachers' understanding and implementation of the new curriculum reform concept to a certain extent.Through the practice and internship,we found that there are many ambiguous places in the understanding of the three-dimensional objectives of the primary school English teachers,and the three-dimensional relationship is chaotic.Through reading the relevant works and combing the periodical literature,it is found that the existing research lacks the overall analysis of primary school English teaching objectives in the framework of three-dimensional goal theory.Based on the English curriculum standard of compulsory education,the English textbook of people's education proficient edition,the three-dimensional goal integration theory,the teaching goal statement theory and the smart principle of teaching goal expression,this paper uses the content analysis method to analyze the problems existing in the teaching goal design of primary school English teachers.Finally,according to the research results,the paper puts forward relevant suggestions from two aspects of teachers themselves and external support.It is found that the concept of new curriculum reform is accepted by most primary school English teachers,but primary school English teachers design teaching The awareness and ability of learning objectives need to be strengthened.The specific manifestations are as follows:(1)There are problems in the content and expression of knowledge and skill goals,which specifically refer to the lack of pronunciation knowledge,rap skills and writing skills.Only four teaching objectives are relatively specific in expression;(2)The process and method goals are ignored and misunderstood.Only 34 teaching goals have been designed with process and method goals,among which 22 have problems,11 belong to the category of knowledge and skills,5 belong to the category of emotional attitudes and values,and 6 are equivalent to the teaching process.(3)There are broad problems in 78 copies of the emotional attitude and values,which are embodied in the fact that the emotional attitude and values are equal to the curriculum goals,while the other part has the problems of being too high.In order to have a deeper understanding of the reasons for the above problems,the author interviewed 10 primary school English teachers.According to the interview results and related literatures,the reasons are summarized into four aspects:(1)The three-dimensional goal itself is highly controversial,and many scholars have disputed its connotation and expression since it was put forward;(2)The curriculum objectives in the curriculum standards are lack of operability,in which the interpretation of emotional attitudes is limited to non-intelligence factors;(3)Teachers' curriculum awareness is insufficient,and many teachers design teaching objectives unscientific;(4)Teachers' theoretical understanding is insufficient,and many teachers have less theoretical reserves on pedagogy,psychology and taxonomy of teaching objectives.According to the research results,this paper puts forward some suggestions to improve the awareness and ability of teaching design of primary school English teachers:(1)primary school English teachers should improve their awareness of teaching goal design;(2)teachers should enhance their curriculum awareness;(3)Teachers should strengthen theoretical reserves.(4)Schools should provide relevant support,such as training and resource pool,etc.