There are three main contents in the design of target unit: the determination of target, the integration of teaching materials and the transformation of teaching materials into "plot series".
(1) Determination of objectives and key objectives and clear objectives.
The determination of goals actually refers to determining which dimension of the multi-dimensional goals is the key goal. The choice and determination of key objectives depends on the needs of students at that time. After the key goal is determined, students should understand the connotation of this goal, so as to choose the corresponding teaching materials and design activities to achieve the goal and promote students to complete the goal. For example:
(2) The integration of teaching materials is to integrate other knowledge with the knowledge corresponding to the target.
Any goal can not be separated from specific knowledge, and knowledge is the carrier to achieve the goal. The type and order of knowledge needed to achieve different goals are different. The goals of emotion, attitude, values, methods and concepts correspond to value knowledge, method knowledge and concept knowledge respectively. If the target lacks the corresponding knowledge, our teachers can integrate the teaching materials and supplement the required knowledge.
(C) let the ability goal form in the "problem continuum" and "plot series"
After the integration and adjustment of teaching materials, we should design a series of logical activities, because students can only form their abilities through activities, so we need to teach knowledge in appropriate situations.
The premise of designing situational series is that the connotation of the goal is very clear, and the key is to transform the connotation of the goal into a "problem continuum" in life. "Problem continuum" is a problem chain. Students build their own knowledge and develop their ability to solve problems by exploring one problem after another with internal logic. "Plot series" is to transform logical problems in knowledge system into problem chains in life.
Second, the basic basis of target unit design is knowledge analysis and student research.
(1) Appearance, concrete basis and logical and fundamental basis.
When it comes to the basis of teaching design, teachers often think of curriculum standards, textbooks, exams and students. These are the surface and concrete foundation of instructional design. The fundamental basis of teachers' teaching design is knowledge and students. That is, the logic of knowledge and the psychological logic of students. This is also the fundamental basis for formulating curriculum standards.
(2) The analysis of four levels of knowledge is one of the foundations to achieve specific ability goals.
The relationship between knowledge and ability is of great educational significance. Any knowledge point contains four levels of knowledge: factual knowledge, conceptual knowledge, methodology knowledge and value knowledge. The goal of ability is multi-dimensional, and the realization of each dimension goal needs corresponding knowledge and skills as the foundation. Specific knowledge is not included in the ability goal, but it is the basis for achieving each specific goal in the ability goal.
Textbooks only present knowledge, in most cases only a certain level of knowledge, and rarely four levels of knowledge as a whole. If you only know one aspect of knowledge, students can't understand it as a whole. For example, if you know the principle of a concept, that is, conceptual knowledge, but you don't know how the principle of a concept is formed, you can't use it flexibly. Therefore, teachers need to analyze the knowledge presented in textbooks from four levels to help students understand knowledge and form their abilities.
(3) Studying students between "this shore" and "the other shore" is the second important basis for designing the ability goal.
Curriculum objectives, exams and textbooks stipulate that the goal that students should achieve is the "other shore" that students should reach. To reach the other side, knowing where and how to reach the other side of the students is an important basis for the design of the target unit.
I am the starting point of students, which refers to the current situation of students' learning, including advantages and disadvantages. There are also two reasons behind the starting point. One is the stage development characteristics of students, and the other is the individual development characteristics of students. Find the reasons behind the starting point, find the breakthrough point and resources to promote the development of students, and find the bridge and path to the other side of the case.
(D) Knowledge analysis and student research are the relationship between the other shore and this shore.
There is an inherent relationship between knowledge analysis and student research. Through knowledge analysis, we can get the multi-dimensional goals that may be contained in knowledge, and take them as the other side of students' development, and then take the starting point of students as this side, so as to determine the goals suitable for students and their realization length. This is a research process of students from the other side to this side and then to the goal.
Another process is to see the starting point of students, that is, this shore, and then determine the other shore to develop, aiming at finding the specific knowledge carrier that contains the other shore, and integrating or compiling corresponding teaching materials to serve the development of students.
These are two opposite processes. The former process requires students to reflect the social requirements of education from the perspective of knowledge and society, that is, students must master certain knowledge to adapt to social development; The latter process is to look at the possibility of development from the perspective of specific students. These two processes are like the relationship between strategy and tactics. So the overall logic is that knowledge analysis is the basis of students' research.
(5) The unique value of discipline in promoting students' development is the starting point for thinking about the design of discipline target units.
The starting point of target unit target design is actually the value focus of subject education, the focus of subject value and student development, and in the final analysis, the unique human wisdom and emotion contributed by the subject. The unique value of discipline comes from its unique research object and task, including discipline thinking and discipline knowledge. For example, chemistry is a science that studies the composition, structure, properties, changes and applications of matter at the molecular and atomic levels. The composition of matter at the atomic and molecular levels is microscopic and invisible to the naked eye, so it needs to be studied with the help of macroscopic phenomena. The research object and task of chemistry have determined a basic method of chemical research from the beginning, that is, "macro-micro combination". Chemical reaction is a basic problem in chemical research, including its essence, basic characteristics, conditions and laws. A lot of chemical knowledge is formed around the exploration of these problems. In other words, understanding chemical reactions from the perspective of large combinations is the direction of constructing many specific knowledge in chemistry. The essence of chemical reaction is the formation of new substances. In every specific chemical reaction, we can judge the formation of new substances through macro and micro analysis. After students master this basic principle, it runs through the observation and judgment of one specific chemical reaction after another, and becomes a unique thinking of chemistry, a disciplinary thinking seen between specific knowledge and the research objects and tasks of the discipline.
At the beginning of each subject, students should first understand the research objects and tasks of the subject, and gradually deepen their understanding of the research objects and tasks in the later learning process. In the process of discipline research, teachers can grasp the discipline with the outline by deeply understanding the research object and task of the discipline and the relationship between specific knowledge and the research object and task. More importantly, teachers can give students the most valuable thinking methods in this subject and improve their problem-solving ability.
Thirdly, the design key of different target units and the methodology behind it.
Different objectives have different emphases, but the methodology is the same. That is to say, goal setting is not one-way, that is, unilaterally starting from the goal to be achieved, but taking the gap between our goal and the starting point of students as the specific goal, so that the goal is targeted and the development is based on existing students.
(A) the key to conceptual goal design
The key of conceptual goal design is to aim at the gap between daily concepts and scientific concepts. Teachers often impart knowledge from scientific concepts, while students understand knowledge or new concepts from their own original experience and daily concepts. Therefore, a profound and accurate understanding of scientific concepts and students' daily concepts are two important foundations of conceptual goal design. For example, the "burning" in chemistry, teachers should not only accurately understand the "burning" in chemistry, but also understand the "burning" in students' daily experience, and then find the gap between them and take the gap between them as the goal of concept teaching.
(B) the key to the design of method objectives
The key of method goal design is to understand the perspective behind the thinking method first. The second key is the gap between the existing thinking method and the scientific thinking method.
(C) the key to attitude goal design
First of all, we should make clear the gap between students' existing attitudes and attitudes to be cultivated, and take this as the goal. The cultivation of attitude is concrete, and the design of attitude goal should combine the starting point and development needs of students' attitude. The second key is that the attitude goal organically exists in the concepts and methods learned, and is gradually realized by students. If teachers copy the formulation in the curriculum standards when writing attitude goals, then this abstract attitude goal cannot be specifically operated and implemented, and only when it is related to concepts and thinking methods can it be concrete and truly understood by students. The third key of attitude goal design is "experience". Attitude is not only the product of rationality, but also the product of emotional experience. It is very necessary for students to truly become the masters of learning and correctly analyze their emotions, attitudes and values together with students. In other words, teachers need to externalize the development and changes of students' attitudes so that students can truly grasp themselves.