一、研究背景与问题新课程背景下,区域教研工作多数是从目标入手,沿着“分析课程目标—教材目标—单元目标—课时目标—教学重难点—教学策略和教学方法—课堂教学—教学检测(评价)”的单向线性路径而展开。相应的,传统的课堂教学研究习惯从课前的教学设计入手,重点关注教学目标、教学策略的研究,最后才是对教学评价的研究,即对“教什么”和“如何教”研究得比较充分,而对“教得怎么样”则研究得相对少。这种以目标为导向的教研 First, the research background and problems In the context of the new curriculum, most of the regional teaching and research work is to start from the goal, along the “analysis of the course objectives - textbook goals - unit goals - class goals - teaching difficult - teaching strategies and teaching methods - classroom teaching - Teaching test (evaluation) ”one-way linear path and expand. Correspondingly, the traditional classroom teaching and research habits begin with the instructional design before class, with a focus on the teaching objectives and teaching strategies, and finally the research on teaching evaluation, that is, how to teach “what to teach” and “how to teach” “Studies have been more adequate, and” how to teach "is relatively less studied. This goal-oriented teaching and research