作 者：施海燕[1] SHI Hai-yan （School of Foreign Languages, Guangdong Peizheng College, Guangzhou, Guangdong 510830） 机构地区：[1]广东培正大学外国语大学,广东广州510830 出 处：《广东培正大学学报》2017年第4期82-85,共4页Journal of Guangdong Peizheng College 摘 要：阶段性教学目标的制订是否准确、有效,直接决定教学内容的设计、课堂活动的开展以及最终教学任务能否顺利完成。教学目标的把握和设计,对我们提高教学质量起着至关重要的影响。当前民办高校日语精读课程教学目标设计存在忽略能力目标,缺乏阶段性、层次性,以教师为本位等问题。教学目标的设计应遵循外语习得的规律,设定明确的精读日语课程四阶段的知识和技能目标,进行有效的精读课堂设计,通过教学评价对教学目标进行检验。Whether the teaching objective for a period of learning is accurate and effective or not plays a decisive role in the design of teaching content, the realization of classroom activities and the final accomplish- ment of the teaching task. So it is assumed that the design of teaching objective is very important in improving the quality of teaching. In the 4-Semester teaching process of the Japanese intensive course, how to design an effective teaching objective, to perfect class design, to improve teaching efficiency according to the learning task given for a period of teaching have become an issue that is frequently explored and studied by teachers. 关 键 词：日语精读课程 阶段性教学 教学目标 有效课堂设计 教学效率 教学评价 分 类 号：G640[文化科学—高等教育学;文化科学—教育学] ，日语论文，日语论文 |
