如何写“教学目标”才能既精准又让人爱听？

在说课和写教案的时候，很多应聘者或者教师在教学目标的撰写上花的功夫不够，要么套用模板结果套话连篇，要么不够合理，甚至脱轨。

下面的内容是PEP小学英语五上 Unit 4 What can you do? B Let's learn。

凌哥从网络上看到一个说课稿，其中的“教学目标”和“教学重难点”是这样撰写的：

1) Knowledge aim

Students will be able to master the new words swim, cook and so on and the new sentence patterns: Can you…? Yes, I can. /No, I cannot.

【凌哥说】“知识目标”的说法，不知道是谁想出来的。如果研读一下《义务教育英语课程标准（2011年版）》，可以看到“知识目标”4个字只出现了一次，而且是在附录词汇表的导语当中。“知识目标”和“能力目标”的描述中，所使用的动词是不一样的，在知识目标中，动词基本上是“理解、知道、了解”，而“能力目标”中动词通常是“能（能够）听、说、读、写……”。

话又说回来，凌哥觉得，《义教英语课标（2011年版）》中的措辞，其实是不严谨的，比如有这么一句：“正确读出26个英文字母”。如果凌哥改成“能正确读出26个英文字母”，可不可以？那么，问题来了，这是能力目标还是知识目标？

所以，凌哥更愿意将“知识目标”理解为“学习内容”，比如“语音内容：26个字母的发音；语法内容：一般现在时，现在进行时，一般过去时和一般将来时”。各位，请结合一下《课标》，看看这样是否更合理呢？

2) Ability aim

Students will improve the students how to express their hobbies in English.

【凌哥说】且不说其中的语法错误，凌哥还读不懂这句话要表达什么含义啊？

再说，上面已经说了教案教学目标怎么写，“能力目标”通常是用“能够听、说、读、写、唱、演……”的语句形式的来表达的。

3) Emotional aim

Students will develop the spirit of cooperation by pair work and competition.

【凌哥说】“形成合作精神”还是比较符合《课标》中的“情感态度”目标的。

1) Important points

Guide students to master the new words and the sentences

2) Difficult points

Guide students to improve the students’ pronunciation and expression.

【凌哥说】为什么要将提高发音水平作为本教学内容的难点呢？

下面是凌哥根据这个版本的结构进行的改写：

[Knowledge content]

1. Key verbs and verb phrases: swim, speak English, cook, play basketball, play ping-pong

2. Key structure:

Can you ...?

Yes, I can. / No, I can't.

[Ability aims]

1. SS will master the basic form of verbs and verb phrases

2. SS will be able to ask and answer about their abilities with the key structure

3. SS will write down what they can / can't do in their own life with the help of the table.

4. SS will talk about their abilities with the help of the table.

[Emotional Aims]

1. Guide SS to use proper intonation when talking about abilities.

2. Use smiling faces to praise about what SS can do.

3. Offer proper suggestions or comfort them when SS express what they can't do.

[Important points]

Remind to use full sentences when SS express their abilities.

Encourage true-to-life output when SS express their abilities..

For lower students, provide pictures or mind-maps to act out the mini-dialogue.

[Difficult points]

1. Guide SS to use other collocations of the verbs, like "speak Chinese, cook fish, play football".

2. Integrate Let's learn with Let's talk and make the talk more lively.

最近《普通高中英语课程标准（2017年版）》已经公布了，里面明确了英语核心素养的四个方面：语言能力、文化意识、思维品质、学习能力。请注意，这个说法和先前提到的“两能两品”有一些不同了。原来说法中的“文化品格”变成了“文化意识”。四者的顺序，也有了改变。

鲁子问教授曾经按照“两能两品”的格式写过教学目标，也有老师进行了模仿。

不过，凌哥个人觉得，将“课程目标”的四大方面作为“课时目标”来写，也许有点过于高大上，或者说，过于笼统了一些。所以，有必要进行细化。

凌哥尝试按照这个思路来撰写：

[Linguistic competence]

1. Key words/phrases of four Skills: swim, speak English, cook, play basketball, play ping-pong

2. SS will be able to use the key words/phrases in mini dialogue:

Can you swim?

Yes, I can. / No, I can't.

3. SS will be able to write about what they can do and can't do.

[Cultural awareness]

1. Arouse SS's pride in our national sport --- ping pong and the women football team.

2. Arouse SS's pride in their abilities in physical exercise, school studies and housework.

3. SS will take it easy or comfort each other when talking about what they can't do.

【凌哥说】从这两条，你能推测凌哥会怎么教学设计吗？

[Thinking qualities]

1. SS will be able to use other collocations by themselves, like V+Adv. swim in the water, V+N cook fish, play football

2. SS will be able to combine two simple sentences with "and" and "but".

【凌哥说】第一条是发散思维。第二条是综合思维。

[Learning abilities]

Use tables or mind-maps to list more verbs.

Use a survey to do statistics and present the result.

【凌哥说】学习能力，通常是指学习方法和增效方法，比如借助工具的能力，合作能力，探究能力等。思维品质和学习能力往往有高度的相关性教案教学目标怎么写，比如在此例中，使用表格和思维导图，就是培养发散性思维。