【作 者】：
杨开城，林思杏
【关 键 词 】：
教育目标； 能力目标； 价值目标； 能力建模； 价值建模
【栏 目】：
理论探讨
【中文摘要】：
教育目标是教育实践的起点和归宿。从教育系统设计的角度看，教育目标具有公共性和可达性，它为教育系统设计提供了指引性信息。教育目标领域可以分为能力领域和价值领域，前者呼应的是事实性真理，后者呼应的是价值性真理。而不呼应任何真理领域的情感态度不是一种独立的教育目标领域，不满足公共性和可达性的要求，它只是价值学习的伴生物。与自然语言表征相比，教育目标的形式化表征更容易满足清晰性、整体性、可组合性以及高设计分辨力的要求。能力建模图和它所关联的知识建模图以及二元组（知识点，学习水平）可以用来形式化表征能力目标，蕴含着知识建模图和价值矛盾体的价值建模图以及二元组（价值，学习水平）可以用来形式化表征价值目标。有了形式化表征方法，便不会在教育目标描述中混淆目标与任务或计划，也不再需要用大而无当的语词来描述教育目标。
【英文摘要】：
Educational goals are the starting point and destination of educational practice. From the perspective of educational system design, educational goals are public and achievable, which provide guiding information for educational system design. The study divides educational goals into capacity goals and value goals, the former echoing factual truth and the latter echoing value truth. Whereas affective attitudes that do not echo any truth are not an independent educational goal and do not meet the requirements of publicity and accessibility. They are merely the accompaniment to value-based learning. Compared with the natural language representation, the formal representation of educational goals is more likely to satisfy the requirements of clarity, integrity, composability and high design resolution. The capacity modeling diagram, its associated knowledge modeling diagram and binary group (knowledge point, learning level) can be used to formally represent capacity goals. And the value modeling diagram that involves the knowledge modeling diagram and the value paradox, as well as binary group (value, learning level), can be used to formally represent value goals. With formal representation methods, there will be no confusion between goals and tasks or plans in the description of educational goals, and it is no longer necessary to use big and unreasonable words to describe educational goals.
【下 载】：
论教育目标的形式化表征