教学目标案例分析

1. 请分析以下教学目标，指出每个目标相对应于英语课标目标结构的哪个维度和核心素养的哪个方面：

A. Know the new words;

B. Make good use of comparatives in oral and written English;

C. Appreciate good personal traits of others and also of their own;

D. Feel proud of our nation by introducing the official emblem and the Five Fuwa of 2008 Olympics;

E. Understand that the "ea" pattern has several sounds in English;

F. Use the pattern “… be ~er than …” to make an oral comparison between two people or two objects;

G. Use tables, concept maps, or graphs to conclude the rules of forming the comparative forms of adjectives;

H. Understand that some people are born to have physical defect and they need our respect and help;

I. Identify different customs of body language in different countries in the text;

J. Understand people from different countries have different ways of greeting and show respect for each other’s custom.

K. Make reasonable criteria in groups and evaluate each other’s writing.

L. Use different ways to learn.

 

 

语言能力
文化意识
思维品质
学习能力

 

2. 请分析以下教学目标，指出每个目标相对应于五类学习结果的哪一类： 

A. 能够通过句子形式识别出“排比”句式。

B. 能够在四线格中正确地拼写26个字母。

C. 能够描述将来。

D. 能够采用有效的记忆方法。

E. 能够理解be going to 的结构意味着动作、行为、事件即将发生。

F. 能够利用概念图来帮助记忆某课的单词。

G. 能够正确地发出不完全爆破的读音（如kept）。

H. 能够在危险弃置物上做中英文标记（如碎玻璃）以防他人受到伤害。

I. 能够掌握BE动词的用法。

J. 能够加深跨文化意识。

 

智慧技能
认知策略
言语信息
态度
动作技能

 

3. 请将以下的教学目标进行认知目标分类：

 

A. Students are able to guess the meaning of the new words in the text.

B. Students are able to improve their speaking skills.

C. Students are able to use simple past tense to describe what they did last weekend.

D. Students are able to distinguish the author’s opinion with the protagonist’s.

E. Students are able to make a poster in English for the students’ union for recruitment.

F. Students are able to categorize the sentence pattern according to their different functions.

G. Students are able to use mind-mapping to help sort out the process of making a school trip plan.

H. Students are able to enhance their high-order thinking ability.

 

认知过程维度
记忆/回忆	理解	应用	分析	评价	创造