行为目标的语言描述：一种替代模型
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"论行为目标的“行为性”是一篇由Stanley L. Deno和Joseph R. Jenkins撰写的学术论文，来自德拉瓦大学。该论文最初旨在建立一个正式的标准，用于区分行为性和非行为性教学目标。然而，通过分析，作者认为将描述性术语简单地归类为行为性或非行为性是误导的。因此，文章转向了一个替代模型，这个模型被作者认为在描述教学目标的语言方面更为有效，并且提供了数据来证明这一替代模型在解释和预测教育工作者如何定义教学结果方面的有效性。
传统上，具有行为主义倾向的课程开发者坚决主张教学目标应明确描述教学后可观察到的具体人类行为。他们认为，教学目标应以具体、可观测的行为作为衡量教学成果的标准，如Taber、Glaser和Sch的一项研究所示。这种行为目标的设定方法强调了教育过程的可测量性和可操作性，使得教学效果的评估更为直接和客观。
然而，Deno和Jenkins的分析揭示了这种方法的局限性。他们指出，仅仅基于是否能够观察到的行为来区分目标可能过于简化，忽视了目标背后的认知过程和理解。因此，他们提出了一个替代模型，这个模型可能更好地捕捉到教学目标的复杂性，不仅包括外显行为，还涵盖了学习者内在的认知发展和技能获取。
论文中包含的数据表明，采用这个新的描述模型可以更准确地解释教育工作者在设定教学目标时的语言选择，以及这些语言如何反映他们对学习成果的理解。这可能意味着，教育从业者在制定目标时，不仅关注学生的外在表现，还会考虑学生思维过程、解决问题能力、批判性思考等不可见但重要的学习成果。
这篇论文挑战了传统的、仅基于行为描述的教学目标设定方式，提倡了一个更为全面的模型，这个模型试图平衡行为目标的可观察性与内在认知发展的难以量化。这一理论发展对于教育实践和课程设计具有深远影响，提醒教育者在设定目标时，不仅要关注可见的行为改变，也要重视那些不易量化的学习过程和能力提升。"
ON
THE “BEHAVIORALITY”
OF
BEHAVIORAL OBJECTIVES
STANLEY
L.
DEN0 AND JOSEPH
R.
JENKINS
University
of
Deluware‘
The present analysis was begun
as
an
attempt to develop
a
formal statement
of the criteria used to distinguish between behaviorally and non-behaviorally stated
objectives. However,
as
a
result of the analysis the authors have concluded that
to categorize descriptive terms
as
behavioral
or
non-behavioral is misleading.
This paper, then, focuses instead
on
an
alternative model for describing the lan-
guage of instructional objectives which the authors believe to be more useful than
the currently used behavioral model. In addition, data is presented which demon-
strates the effectiveness of the alternative model in explaining and predicting the
ways in which educators use their language to specify instructional outcomes.
We turn
first
to the widely used behavioral approach to instructional objectives.
Curriculum developers with
a
behavioristic bent have been adamant that
instructional objectives should contain
a
description of the outcomes of instruction
in terms of specific observable human behavior (Taber, Glaser,
&
Schaefer,
1965;
Gagne,
1965).
Such
a
demand stems largely from the current emphasis
on
task
analysis in the development of instructional systems which carries with it the
requirement that curriculum specialists describe the subject matter competencies
to be acquired by the learner (see,
for
example, Glaser,
1967)
in performance terms.
The behavioristically oriented task analyst suggests that unless instructional
outcomes are described in behavioral terms it is possible neither to specify when
that outcome has been achieved (to measure)
nor
to systematically design the
learning conditions most appropriate for achieving that outcome. Clearly, these
recommendations and requirements rest
on
the assumption that human activities
are themselves best described
as
either “behavioral”
or
%on-behavioral,” and,
furthermore, that it is possible and appropriate to distinguish between these two
types of description.
Many psychologists and curriculum developers have taken the position that
all
of
what people can be observed to do is “behavior”; and, thus, that all the
terms of the language used to label what people do are “behavioral.”
It
is not
clear, however, that the terms
or
“action words” (Gagne,
1965)
most often recom-
mended and used refer directly to observable human behavior.
For
example, the
terms (‘write,” “say,” ‘(underline,” “identify,” “differentiate,” “classify,” and
ccsolve” have all been either recommended for,
or
used in, writing behavioral
objectives. Yet, the words “identify” and “solve” certainly do not refer to
directly
observable
behavior in the same sense
as
terms such
as
“underline,” and “say.”
Is
it that “identify” and “solve” do not actually refer to observable behavior
while “underline” and “say” have behavioral referents? Although such
a
position
may be adopted, it will lead to difficulty.
The nature of language use is such that most words categorize, and, therefore,
will always be something more and something less than the event
or
events to
which they refer. The use of
a
word to “label”
a
particular event requires that
an
inference be made that
a
particular event
can
be included in the category repre-
‘A
more complete analysis of the critical componenta of behavioral objectives and their relation-
ship
was
conducted for Research for-Better Schools, Inc., entitled “Evaluating
F’re-Planned
Cur-
riculum Objectives” by Den0 and Jenkins,
1967.
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