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布卢姆认知目标分类学(修订版)在教学目标、教学活动、教学评价以及教学效率等教学关键问题上都有其独特的观点。教学目标涉及知识与认知过程的组合,其陈述方式要能有效体现出这两种成分;安排达成目标的教学活动时,可以根据知识类型的不同而有相应的设计,也可以用较复杂的认知过程来达成较简单的目标;评价教学目标时,要重点根据认知过程确保测验的效度,可以根据不同类型目标的原型测题开发测验,还可以用知识认知过程相结合的思想分析高利害测验的命题意图;可以根据教学目标、教学活动、教学评价是否涉及相同的知识与认知过程来判断三者的一致性和教学的效率。
Abstract：The Bloom's Revised Cognitive Objective Taxonomy has its own idea about instructional objectives, instructional activities, instructional evaluation and the efficiency of instruction.Instructional objective is the combination of knowledge and cognitive process and its writing must include these two components. When the instructional activities are planned,it is necessary to make the design according to the knowledge types or achieve simple objectives by complex cognitive processes. When the evaluation is conducted,it is suggested that the validity of test can be ensured by considering cognitive processes mainly,the tests can be developed according to the prototypes of test items of different objectives,the intentions of high-stake tests can be inferred by using the idea of knowledge and cognitive process combination. Frurthemore,the efficiency of instruction can be judged by comparing the alignment among objectives, activities and evaluation on both the knowledge and cognitive process dimensions.
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基本信息:
中图分类号:G424
引用信息:
[1]王小明.布卢姆认知目标分类学(修订版)的教学观[J].全球教育展望,2016,45(06):29-39.
基金信息:
上海市教育科学研究重点项目“上海市中小学教学关键要素研究”(项目编号:A1512)的研究成果