1、（一）知识1. 掌握如何恰当地使用频率副词及短语：always, usually, often, sometimes, hardly ever, never, how often, once, twice, three times a week, every day, habit, What do you usually do on weekends? How often do you .?2. 掌握如何描述课余时间的活动安排。3. 掌握如何描述基本的饮食结构：milk, junk food, health, unhealthy（二）能力能够综合各种信息，准确地表述频率。（三）情感合理安排自己
2、的生活，养成健康的生活习惯。（from 案例2： The Media （北师大版，必修模块4 Unit11）Lesson 41 World News（1）引导学生熟悉新闻类文章的文体特点，理解课文内容，掌握阅读技巧，如根据标题预测课文内容等；（2）熟悉有关自然灾害报道的各种词汇，接触更多相关报道的文章，以加深对新闻文体的认识；（3）通过阅读课文并设计各种活动，训练学生运用英语进行听说读写各种活动的能力；（4）掌握被动语态的用法。（吴明红：高中课型课课例交流与研究，中小学外语教学2005年第11期）3. 问题及原因案例1中，作为单元教学目标，设计者考虑到新课程的教学理念以及所谓的“三维目标”，三
3、个维度面面俱到，也使用了 “掌握”、“综合”等表示结果的行为动词，但是，仔细分析，这样的设计存在很多问题。按理2没有按照三维目标的范畴来设计，而是将知识和能力等因素统一考虑。这样做是可以的。但是，因为误用了“引导”、“训练”、“接触”等动词，也会带来很多行动上的误区。第一、目标描述中三个维度交叉、混乱，没有做到“明确”。例如，案例1中的“掌握如何使用”和“掌握如何描述”这两个短语的内涵似乎让人感觉是雾里看花，不免产生这样的问题：学生在学习完这个单元后是要“掌握”“如何使用”、“如何描述”的方法，还是具有“能够使用”、“能够描述”这样一些能力？“合理安排自己的生活，养成健康的生活习惯”是一种情感
4、还是是一种能力？我们认为，如果是“掌握”“如何使用”、“如何描述”，则属于知识的范畴；如果具有“能够使用”、“能够描述”的能力，即掌握知识的基础上运用所学语言去做事情，应列入能力目标中去，而其中的“掌握”又属于知识目标的范畴，“合理安排自己的生活，养成健康的生活习惯”更是一种能力，而且不是一朝一夕就能形成的能力，更不是一节课就能学会的能力，而是要经过长期养成的能力。可见，在这个目标设计中，知识、能力和情感三个范畴是十分混乱的。第二，教学目标不够“具体”。“不具体”的现象有二：一是把学科教学的总目标、总任务当作某一单元、某一课时的具体目标，这是很多教案中会出现的问题。如，“培养学生的听、说、读、
5、写能力”就是典型。这样的目标在具体实施中的无法操作的。二是具体课时教案中不够具体。在案例1中，如果是“如何使用”、“如何描述”，这些都是程序性知识，即“怎么使用”、“怎么描述”这样一些方法，要掌握到什么程度才能算是“掌握”？如果是“能够使用”、“能够描述”这样一些行为结果，那么，这些行为结果的尺度又是什么？我们理解，设计者是期望学生在学习完这一课后“能够使用”、“能够描述”，但是，即使是“能够使用”、“能够描述”，其具体条件和标准是什么？案例2也存在同样的问题。如目标（1）的“理解课文内容”，理解什么内容，是大意还是细节？目标（2）中“熟悉有关自然灾害报道的各种词汇”，什么叫熟悉？什么叫“各种
6、词汇”？到什么程度才能叫做“熟悉”？目标（4）中“掌握被动语态的用法”也十分模糊：，存在着“量”和“度”的问题：对“被动语态的用法”要掌握哪些方面？这些方面要做到什么程度才能算是“掌握”？第三，误用行为动词。“接触更多相关报道的文章，以加深对新闻文体的认识”、“训练学生运用英语进行听说读写各种活动的能力”都存在用词不当的问题。“引导”是教师的行为，不能用来描述学习结果； “接触”和“训练”两个动词的行为主体不同，前者显然是学生，让学生“接触更多相关报道的文章”，而后者的行为主体是老师，是老师“训练学生运用英语进行听说读写各种活动的能力”。教学目标既然是教师对学生通过学习后的学生的行为结果的预期
7、（expected learning outcomes）那么，它描述的理所当然的是学生的行为而不是教师的行为。显然，案例2中的“引导”、“训练”等是教师的行为，而不是学生的行为。第四，误将过程当作结果。根据教学目标的内涵，“熟悉”、“接触”、“训练”、“养成”等都是过程词汇，不能用来描述教学目标，尤其是“形成能力”，“养成习惯”等不是一节课就能做到的，因此不能用来描述一节课或一个单元、章节的教学目标。二、如何合理地设计教学目标？教学目标是教学活动所预期的结果，或是预期的学习活动要达到的标准。实际上，教学目标是人们对教学活动结果的一种主观上的愿望（张昕、任奕奕，2004）。教学目标的确定是成功开
8、展英语教学的先决条件。中学英语课程标准确定了知识与技能、过程与方法、情感态度和价值观的三维目标，这无疑要求广大教师在确定教学目标时应对教学对象、教学原则、学习策略等进行具体的探讨，并对相关的学习理论（行为主义学习理论、认知学习理论和折衷主义学习理论等）有一定的了解。然而在实际教学中，笔者发现多数教师由于中学英语教材中已较为详细地列出了完整的单元内容和单元教学目标而对探讨单元和课时教学目标不太重视，而有些教师则缺乏分析教学目标的意识和能力，造成对教学目标设计不当的问题。在教学目标设计中，我们可以借鉴国外的一些研究。CognitiveaffectivePsychomotorknowledgeatt
9、itudeskills1. Recall data1. Receive （awareness）1. Imitation （copy）2. Understand2. Respond （react）2. Manipulation（follow instructions）3. Apply （use）3. Value （understand and act）3. Develop Precision4.Analyse （structure/elements）4. Organise personal value system4. Articulation （combine, integrate relat
10、ed skills）5.Synthesize （create/build）5. Internalize value system （adopt behaviour）5.Naturalization （automate, become expert）6. Evaluate （assess, judge in relational terms）cognitive domainlevelcategory （level）behaviour descriptionsexamples of activity to be trained, or demonstration and evidence to b
11、e measuredkey words （verbs which describe the activity to be trained or measured at each level）1Knowledgerecall or recognise informationmultiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedurearrange, define, describe, label, list, memorise, rec
12、ognise, relate, reproduce, select, state2Comprehensionunderstand meaning, re-state data in ones own words, interpret, extrapolate, translateexplain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphorsexplain,
13、reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example3Applicationuse or apply knowledge, put theory into practice, use knowledge in response to real circumstancesput a theory into prac
14、tical effect, demonstrate, solve a problem, manage an activityuse, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play4Analysisinterpret elements, organizational principles, structure, construction, internal relationshi
15、ps; quality, reliability of individual componentsidentify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needsanalyse, break down, catalogue, comp
16、are, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide5Synthesis （create/build）developnew unique structures, systems, models, approaches, ideas; creative thinking, operationsdevelop plans or procedures, design solutions, integrate methods, resourc
17、es, ideas, parts; create teams or new approaches, write protocols or contingenciesdevelop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify6Evaluationassess effectiveness of whole concepts, in relation to values, outputs, efficacy,
18、 viability; critical thinking, strategic comparison and review; judgement relating to external criteriareview strategic options or plans in terms of efficacy, return on investment or cost-effectiveness, practicability; assess sustainability; perform a SWOT analysis in relation to alternatives; produ
19、ce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendations and justificationsreview,justify,assess, present a case for, defend,report on, investigate, direct, appraise, argue, project-manage
20、教学目标可分为一般affective domaincategory or levelexamples of experience, or demonstration and evidence to be measuredReceiveopen to experience, willing to hearlisten to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate p
21、assivelyask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feelRespondreact and participate activelyparticipate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and
22、 probe ideas, suggest interpretationreact, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, performValueattach values and express personal opinionsdecide worth and relevance of i
23、deas, experiences; accept or commit to particular stance or actionargue, challenge, debate, refute, confront, justify, persuade, criticiseOrganise or Conceptualize valuesreconcile internal conflicts; develop value systemqualify and quantify personal views, state personal position and reasons, state
24、beliefsbuild, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compareInternalize or characterise valuesadopt belief system and philosophyself-reliant; behave consistently with personal value setact, display, influence, solve, practice,（Taxonomy of Educational Ob
25、jectives: Volume II, The Affective Domain. Bloom, Krathwhol and Masia. 1964）psychomotor domain （dave）examples of activity or demonstration and evidence to be measuredImitationcopy action of another; observe and replicatewatch teacher or trainer and repeat action, process or activitycopy, follow, rep
26、licate, repeat, adhereManipulationreproduce activity from instruction or memorycarry out task from written or verbal instructionre-create, build, perform, execute, implementPrecisionexecute skill reliably, independent of helpperform a task or activity with expertise and to high quality without assis
27、tance or instruction; able to demonstrate an activity to other learnersdemonstrate, complete, show, perfect, calibrate, control,Articulationadapt and integrate expertise to satisfy a non-standard objectiverelate and combine associated activities to develop methods to meet varying, novel requirements
28、construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, masterNaturalizationautomated, unconscious mastery of activity and related skills at strategic leveldefine aim, approach and strategy for use of activities to meet strategic needdesign, specify, manage, invent, project-manageBased on RH Daves version of the Psychomotor Domain （Developing and Writing Behavioral Objectives, 1970. The theory was first presented at a Berlin conference 1967, hence you may see Daves model attributed to 1967 or 1970）.教学目标和具体教学目标，并遵循相应的原则。一般教学目标的原则有：目标应表述学生的行为而不是教师
