关于教学目标因素分析的数据报告——以上海市青浦区数学学科为例

Data Report of Factor Analysis on Taxonomy of Mathematics Instructional Objectives

教学目标研究是基础教育的核心课题,上世纪中叶布卢姆等建立的认知目标分类存在着行为主义倾向以及自身层次性等问题。本报告以数学学科为例,对上海市青浦全地区同年级学生的分水平测量结果,采用因素分析方法,析取其内隐的主因素,揭示原目标分类的弊病,构建了四层次分类的框架,并由此对该地区17年前后学生的认知水平作多角度的数据对比,提出"分析水平"徘徊不前等现状,为深化教学改革提供依据。

The research of instructional objectives is the core topic of basic education, such problems as behaviorism inclination and levels for itself existed in cognitive taxonomy, which is estabhshed by B. S. Bloom et al. during the middle of last century. We take mathematics as an example, carry different levels tests to all the students in grade 8 at Qingpu district of shanghai. This report is according the result of tests, it extracts the implicit main factor by factor analysis method, reveals the disadvantage of original objectives taxonomy, constructs the frame of four-level taxonomy. Further, it contrasts the cognitive levels of students between today and 17 years ago through the data from multiple perspectives, it also indicate the situation that the ＂analysis level＂ is hesitated to forward, in order to provided the accordance for deepen the education reform.