A study on the problems and countermeasures in the writing of senior high school English teaching objectives under the new curriculum standards
新课程标准下高中英语教学目标叙写的问题与对策研究

摘要

本研究聚焦于《普通高中英语课程标准（2017年版2020年修订）》背景下，高中英语教学目标叙写的问题与优化对策。研究发现传统目标叙写存在内容笼统模糊、行为主体错位、行为动词缺失、评价标准缺失等问题。引入ABCD（受众、行为、条件、标准）目标叙写模式，可使目标变得可达成、可操作、可检测。研究结合案例展示如何将传统模糊目标转化为基于ABCD模式的清晰目标，并从教师专业发展、目标叙写技能、课堂教学重构和教研机制创新四个维度提出系统建议。

Abstract

This study examines the issues and optimization strategies concerning the formulation of English teaching objectives in senior high schools within the context of the General Senior High School English Curriculum Standards (2017 Edition, Revised in 2020). The findings reveal that traditional approaches to writing teaching objectives often suffer from several limitations, including vague and generalized descriptions, misalignment of the subject of intended actions, insufficient use of behavioral verbs, and the absence of clear assessment criteria. By introducing the ABCD objective-writing framework, which consists of Audience, Behavior, Condition, and Degree, this study demonstrates that teaching objectives can become more achievable, operable, and assessable. Through case analysis, it illustrates how ambiguous traditional objectives can be transformed into clear and measurable objectives based on the ABCD framework. Furthermore, the study proposes systematic recommendations from four dimensions: enhancing teachers’ professional development, improving objective-writing skills, reconstructing classroom teaching practices, and innovating teaching research mechanisms.