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Expressive objectives differ considerably from instructional objectives. An expressive objective does not specify the behavior the student is to acquire after having engaged in one or more learning activities. An expressive objective describes an educational encounter:nit identifies a situation in which children are to work, a problem with which they are to cope, a task they are to engage in--but it does not specify what from that encounter, situation, problem, or task they are to ...

Expressive objectives differ considerably from instructional objectives. An expressive objective does not specify the behavior the student is to acquire after having engaged in one or more learning activities. An expressive objective describes an educational encounter:nit identifies a situation in which children are to work, a problem with which they are to cope, a task they are to engage in--but it does not specify what from that encounter, situation, problem, or task they are to learn. An expressive objective provides both the teacher and the student with an invitation to explore, defer or focus on issues that are of peculiar interest or import to the inquirer. An expressive objective is evocative rather than prescriptive.

The expressive objective is intended to serve as a theme around which skills and understandings learned earlier can be brought to bear, but through which those skills and understandings can be expanded, elaborated and made idiosyncratic. With an expressive objective what is desired is not homogeneity of response among students but diversity. In the expressive context the teacher hopes to provide a situation in which meanings become personalized and in which children produce products, both theoretical and qualitative, that are as diverse as themselves. Consequently the evaluative task in this situation is not one of applying a common standard to the products produced but one of reflecting upon what has been produced in order to reveal its uniqueness and significance. In the expressive context, the product is likely to be as much of a surprise to the maker as it is for the teacher who encounters it.

Statements of expressive objectives might read:
 1) To interpret the 'meaning of Paradise Lost,
 2) To examine and appraise the significance of The Old Man and the Sea,
 3) To develop a three-dimensional form through the use of wire and wood,
 4) To visit the zoo and discuss what was of interest there.

 What should be noted about such objectives is that they do not specify what the student is to be able to do after he engages in an educational activity; ratter they identify the type of encounter he is to have. From this encounter both teacher and student acquire data useful for evaluation. In this context the mode of evaluation is similar to aesthetic criticism: that is, the critic appraises a product, examines its qualities and import, but does not direct the artist toward the painting of a specific type of picture. The critic's subject-matter is the work done--he does not prescribe a blueprint for its construction. 

詞條名稱：表意目標

詞條名稱：表意目標

國家教育研究院辭書 基本資料 英文： Expressive Objective

作者： 周淑卿 日期： 2000年12月

出處： 教育大辭書 辭書內容

名詞解釋:表意目標

係艾斯納(E.W. Eisner)的用詞，指經由學生設計好的學習活動，所產生的可能的課程結果；這些結果不事先設定，亦無預先建立的評鑑標準。這種目標近似於設計師或美工人員的工作；因為他們的工作雖然有規格或基本要求的條件，但是工作人員可以在這些基本要求之下，充分發揮特長，完成各種各不相同的成品。這些成品各依創意，沒有預定的標準樣式，所以表意的目標可理解為一種「使創意或構想、意見盡情表達」的課程目標。 　　

在「目標—結果」課程模式之下，課程的設計...

詞條名稱：表意目標

詞條名稱：表意目標

國家教育研究院辭書 基本資料 英文： Expressive Objective

作者： 周淑卿 日期： 2000年12月

出處： 教育大辭書 辭書內容

名詞解釋:表意目標

係艾斯納(E.W. Eisner)的用詞，指經由學生設計好的學習活動，所產生的可能的課程結果；這些結果不事先設定，亦無預先建立的評鑑標準。這種目標近似於設計師或美工人員的工作；因為他們的工作雖然有規格或基本要求的條件，但是工作人員可以在這些基本要求之下，充分發揮特長，完成各種各不相同的成品。這些成品各依創意，沒有預定的標準樣式，所以表意的目標可理解為一種「使創意或構想、意見盡情表達」的課程目標。 　　

在「目標—結果」課程模式之下，課程的設計通常是預定學習的結果與成就標準，事先訂定學生在教學後應有的行為或認知表現；再以此種行為目標來評鑑學生的學習成就。行為目標預設固定的認知或行為表現，非但在科學、數學、語文等方面的概念表達上，限制了學生在預期目標以外的表現，即使是藝術方面的表達亦有僵化定型的危機。艾斯納認為學校的教育應鼓勵學生運用各種感官系統，獲得經驗、意識與感受，除了文字與數字之外，更要發展情性的活動與經驗，以培養廣泛的智慧與素養。所以主張在行為目標外，應有表意的目標，給予學生較多個人探索、判斷、選擇與創造的機會，在認知的過程中允許更開放的學習途徑，更能發抒個人的心靈感受。 資料來源： 國家教育研究院_表意目標