一、具体化(一)行为动词具体化行为动词用以描述行为主体(学生)所形成的可观察、可测量的具体行为。在选择时应尽量做到标准、明确和具体,不能缺乏质和量的规定性。尽可能地使用操作、可检测的行为动词来具体描述学生经过学习后应表现出来的行为结果。比如,记住、指出、做出等,这些动词都是可操作的和可检测的。(二)行为条件情景化毛振明教授认为学习目标肯定是在一定教学情境中发生的,如果不在一定的教学情境中发生,那它一定不是学习目标。新课程中对行为条件的表述主要有六种:时间和速度;环境因素,包括对学习空间和地点的限制;作业条件因素,包括对器材的高度和重量的规定;教学组织形式因素;信息因素,包括 First, the specific (a) behavioral verbs Specific behavior Verbs used to describe the behavior of the main (students) formed by observable and measurable specific behavior. In the selection should try to be standard, clear and specific, not the lack of quality and quantity of the provisions. Whenever possible, use action, detectable behavioral verbs to describe the behavioral outcomes that students should demonstrate after they have studied. For example, remembering, pointing out, making, etc., these verbs are all operable and detectable. (B) of the conditions of behavior Prof. Mao Zhenming that the learning goals must have occurred in a certain teaching situation, if not in a certain teaching situation, it must not be learning goals. There are six main expressions of behavior in the new curriculum: time and speed; environmental factors, including restrictions on learning space and location; operating condition factors, including provisions for equipment height and weight; teaching organizational factors; informational factors ,include