In the teaching process, the teaching goal assumes the role of clarifying the teaching content, providing the design direction of teaching activities, and providing the basis for teaching evaluation. Reasonable design, clear and feasible teaching goals are prerequisites for building classroom teaching activities. Therefore, some people say that the goal of teaching is the soul of teaching.

In March 2022, in the 16 curriculum standards for compulsory education ethics and the Rule of Law issued by the Ministry of Education (2022 edition), in the “Teaching Recommendations” section of “Curriculum Implementation”, they all highlighted how to set teaching goals and what kind of teaching goals to set.

“Bringing core literacy to the ground" is the focus of this revision of curriculum standards. The orientation of core literacy is not only the main theme of the standard text of the curriculum, but also the basic direction and basis for formulating teaching goals.

However, looking back at our past teaching practices, whether it is a famous teacher in a prestigious school or an ordinary first-line teacher, the design and description of teaching goals have not attracted enough attention.

Teaching goals can generally be divided into curriculum goals, unit goals, and class time goals (“Class time goals” are mainly discussed here). With the reform of our curriculum from “dual-based goals” to “three-dimensional goals” to the current “core literacy goals”, the teaching goals in various teaching reference books and lesson plan designs can be described as diverse and diverse. For example：

In the period of ”dual-based goals" (before 2000), most of the teaching goals were described like this：

Let students understand...; Let students understand...; let students master……

In the above-mentioned teaching goals, “Let” and “make” reflect the main status of teachers; and behavioral verbs such as “understanding”, “understanding” and “mastering” are also difficult to detect the level of ability achieved by students after learning. It can be seen from this that teaching in the era of ”dual-based goals" is based on knowledge and skills, with the goal of memorizing and mastering knowledge, and the exercise and proficiency of skills.

In the period of “three-dimensional goals” (2000-2022), the narrative of teaching goals roughly went through a process from mechanical application to gradual maturity.：

Knowledge and skills: let students understand...; Summarize……

Process and method: use...to let students……

Emotional attitudes and values: cultivating students……

In 2001, the Ministry of Education issued the “Outline for Basic Education Curriculum Reform (Trial Implementation)” and formally proposed "three-dimensional goals" (namely, knowledge and skills, processes and methods, emotional attitudes and values). As can be seen from the above-mentioned teaching goals, the curriculum concept of “three-dimensional goals” left many teachers at a loss in its early days. When describing the teaching goals, “knowledge and skills”, “processes and methods”, “emotional attitudes and values” are artificially separated and labeled, and the "knowledge and skills", "processes and methods", "emotional attitudes and values", and "emotional attitudes and values" are artificially separated and labeled.It continues the status of the teacher's subject in the ”dual-base goal" and some behavioral verbs that are difficult to detect.

It is worth noting that the “three-dimensional goal“ is not a split of three types of goals, but the ”three-in-one aspects" of the teaching goal, which are three aspects of a goal that exist at the same time. Therefore, in the narrative of teaching goals, there must be an organic combination and integration between the three dimensional goals. For example：

Through observing and analyzing the...process, it is possible to identify... and perform... operations to form... attitudes.

In this teaching goal, it can be seen that there are both “knowledge and skills-identification...”, “processes and methods-performing...operations”, and “emotional attitudes and values-forming...attitudes”. Moreover, the three are organically combined, “recognition” is the foundation, “operation” is the process, and “attitude” is sublimation.

So, in the new era of ”core literacy goals", how should teaching goals be described?

In fact, as long as we carefully study the 16 curriculum standards for compulsory education issued by the Ministry of Education (2022 edition), we will find that the correct narrative direction has already been given in the curriculum standards.

The "Compulsory Education History Curriculum Standards (2022 Edition)" clearly states that when designing teaching goals, teachers should pay attention to the following points：

(1) Determine the degree of achievement of students in core literacy after learning based on their existing cognitive level, and avoid using simple knowledge as the teaching goal.；

(2) Determine the comprehensive teaching goals of the five-in-one core literacy, and change the goal expressions of knowledge, abilities, methods, emotional attitudes and values that were mechanically listed separately in the past.；

(3) The formulation of teaching goals should be based on curriculum goals, academic requirements and academic quality standards, focusing on the actual degree of problem solving, especially the correct values, necessary character and key abilities for students to explore problems and solve problems.；

(4) Teaching goals must haveOperability and detectability, So that it points to the degree of progress that students show through learning.

The "Compulsory Geography Curriculum Standards for Education (2022 Edition)" also points out that the expression of teaching goals should fully reflect the focus of the cultivation of core literacy at different stages of the geography curriculum., Avoid mechanical application of the name of core literacy; There are both levels and links between the goals，Be specific and measurable。

The "Compulsory Education Chinese Curriculum Standards (2022 Edition)" says that teachers should start from cultivating core literacy, grasp the characteristics of the overall integration of the four aspects, and set teaching goals with both focus and integration. Pay attention to the correlation between teaching goals，Avoid simply listing the four aspects of core literacy。

In addition, we can also draw on the relevant expressions in the "General High School History Curriculum Standards (2017 Edition Revised in 2020)": When designing teaching goals, teachers should pay special attention to the following three points: first, the level of problem solving should be taken as the core content of the teaching goals, and the core literacy should be avoided.The five aspects are mechanically separated; the second is that the formulated teaching goals should be combined with the teaching content and the actual level of students, so that the teaching goals are actionable and can be achieved through teaching; the third is that the teaching goals must be detectable and can measure the degree of progress shown by students through learning.

The narration of teaching goals generally contains four aspects, namely: the subject of the behavior, the verb of the behavior, the behavior conditions, and the degree of achievement of the goal. They are also called the four elements of narration of teaching goals. So, how to implement these four elements in the core literacy-oriented teaching goals?

First say “actor". The core literacy-oriented teaching goals should express the physical and mental changes or the state achieved by the students at the end of the teaching activities. Therefore, the subject of the teaching goal expression should be the student, such as “The student can...”. Expressions such as “let students... train students...develop students...help students...” are not standardized, it means that teachers are the subject of behavior.

The second is the "behavior verb”. The core literacy-oriented teaching goals should accurately describe the formation of students at the end of the teaching activities.Observable and detectableThe specific behavior. Explicit behavioral verbs that express specific actions such as “say, summarize, and explain”. In some teaching reference materials and lesson plans, verbs such as “understanding, comprehension, understanding, understanding, appreciation, and experience” are often used to express teaching goals. For the achievement of these psychological states, it is difficult for us to detect whether students really have or have mastered them, which leads to the emptiness of teaching goals. When writing, we should try our best to use words that describe the observable and measurable specific behaviors formed by students, such as writing, listing, recognizing, distinguishing, comparing, reciting, etc. And it should be noted that the level of learning is different, and the expression will be different. For example, in terms of cognition, for students' learning results, the expression will be different.understandLevel, the commonly used verbs areSpeak, recite, identify, recall, give examples, retell, describeetc.; and forunderstandAt the level, the commonly used verbs areExplanation, explanation, clarification, comparison, classification, induction, overview, generalizationEtc., therefore, when choosing behavioral verbs, we must grasp the different expressions of different learning levels.

The third is the "behavioral condition”. Behavioral conditions refer to specific restrictions or scopes that affect students' learning results. There are different types of expressions of conditions: one is about whether to use tools and auxiliary means, such as “in the administrative division map of China, you can find..." or "by looking up dictionaries and dictionaries, you can...”; the second is to provide information or tips, such as“With the help of keywords, you can recite...” “You can understand the context..."; The third is the time limit, such as “within 10 minutes, you can...”; the fourth is the scene of completing the behavior, such as “during a group discussion.", Combined with teaching materials, can summarize”"; Fifth, human factors, including independent, group, under the guidance of teachers, etc., such as "through cooperative learning, group discussions, formulation”" "Through self-designed activity plans, experience......” and so on. Only by stipulating these restrictive conditions can the detection of targets be more targeted and operable.

Finally, the "degree of achievement of the goal”. The degree of achievement of the goal refers to the level of performance achieved by the student towards the goal, which is used to measure the degree to which the student's learning results are achieved. Such as "canAccuratelySay...""YesIn detailWrite out...""YesObjectively and correctlyEvaluation...” The adverbial part of these expressions defines the degree of performance of the target level for easy detection.

The narration of teaching goals under the guidance of core literacy also requires us to do the following homework：

Analysis of core literacy. The core literacy of each discipline in the righteous education stage involves several aspects, such as the core literacy of the ethics and rule of law disciplines, includingPolitical identity, moral cultivation, concept of rule of law, sound personality, sense of responsibilityAnd other five aspects. It is impossible for teachers to implement these five qualities one by one in every lesson. This requires determining a core goal based on different teaching content and students' learning situation, and then designing teaching goals around this core goal. Even if some teaching content can be linked to several core literacy and can reflect several core literacy, due to the limitations of teaching time, teachers still need to make trade-offs to determine the core goals of this lesson. Only in this way can we highlight the focus of teaching and better cultivate and develop students' core literacy.

Analysis of teaching content. The content of the textbook is the content presented in the textbook, and the teaching content is the content presented in the classroom that matches the specific goals. The inability to distinguish the relationship between the two is the root cause of the failure of the teaching goal narrative. The analysis of teaching content includes: analyzing the inner logical relationship of knowledge from the perspective of knowledge structure; analyzing the connection between this part of knowledge and the previous and subsequent knowledge from the perspective of courses and teaching materials, and the different processing methods of different teaching materials; analyzing the use of this knowledge in daily life, modern science and technology, etc. From the perspective of knowledge application.The application of aspects; analyze the connection between this knowledge and other disciplines or courses from the perspective of horizontal connection. What kind of teaching content is suitable for cultivating what kind of core literacy of students, teachers need to be rightCourses for the entire semesterMake an overall design and implement literacy goals into the daily classroom in a planned manner. Literacy is not specific knowledge, but the cultivation of literacy is inseparable from knowledge. The design of teaching goals pointing to core literacy does not avoid knowledge, but it is necessary to unearth the valuable hidden content behind subject knowledge.

Academic analysis. Academic love involves a wide range of content, and all aspects of students' circumstances may affect students' learning. Students' existing knowledge structure, students' points of interest, students' thinking situation, students' cognitive status and development laws, students' physical and psychological status, students' personality and their development status, students' learning motivation, learning interests, learning methods, learning time, learning ability, students' living environment, students' recentThe development area, the student's feelings, and the student's sense of success are all the focus of the academic analysis.