摘要
布卢姆认知目标分类学(修订版)主张从知识与认知过程相结合的角度来分析、看待教学目标、教学活动、教学评价以及三者的一致性。这一思想被国内外的教育工作者用来阐明教学目标,用来描述教学各要素的特征,用于设计教学策略以及用作教学交流研讨的工具。应用者在应用中也出现了一些问题,如将布卢姆认知目标分类学(修订版)简单理解成认知过程一维,没有正确体现知识与认知过程的不同结合方式等。此外,应用研究中的效度和信度问题以及在具体学科中的应用问题还需要继续探索。
Bloom＇ s Revised Taxonomy （RBT） proposes that the instructional objectives, instructional activities, assessment and the alignment among them can be analyzed from the point of the combination of knowledge and cognitive process. This idea is used by educators to clarify instruetionM objectives, to describe the characteristics of instructional elements, to design instructional strate- gies and as an instrument for discussing instructional issues. There are also some problems in the application of RBT, such as regard- ing the RBT as a solo dimension of cogniti^e process and ignoring the other dimension of knowledge, combining knowledge and cogni- tive process incorrectly. In addition, the validity and reliability of the application of RBT and the ways of applying RBT in school sub- jects need further research.
作者
王小明
WANG Xiaoming(Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, Chin)
出处
《教育参考》
2017年第1期38-44,共7页
Education Approach
基金
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"(项目批准号A1512)的阶段性成果
