布鲁姆“掌握学习”理论的再思考——以小学语文教学为例

Reconsideration of Bloom's Theory of "Mastery Learning" : Taking Primary School Chinese Teaching as an Example

20世纪60年代末期布鲁姆提出的掌握学习教学理论引起了热烈反响,其主要思想是只要给予足够的时间和帮助,任何一个学生都是可以掌握所学知识的。该理论的积极意义对于我国实施素质教育具有重要的启示作用,而理论的不足之处及实践过程中存在的问题仍值得我们去思考与探究。笔者结合具体的小学语文教学内容,对布鲁姆的掌握学习理论进行了再思考。

At the end of the60s of last century,the teaching theory of mastery learning proposed by Bloom has aroused enthusiastic response.Its main idea is that any student can master the knowledge learned as long as the student is given enough time and help.The positive significance of this theory has important implications for the implementation of quality education in our country,while the theoretical shortcomings and the problems existing in the process of practice are still worthy of our consideration and exploration.Combined with the specific content of primary school Chinese teaching,the author makes a rethink of Bloom's mastery learning theory.