现代教育论丛
現代教育論叢
현대교육론총
MODERN EDUCATION
2012年
1期
10-13
,共4页
知识维度%认知过程维度%二维目标分类框架%编制目标
知識維度%認知過程維度%二維目標分類框架%編製目標
지식유도%인지과정유도%이유목표분류광가%편제목표
knowledge domain%cognitive domain%a framework of two dimensional objectives%objectives making
布卢姆认知目标分类修订从知识类型和认知过程两个维度来界定教学目标。以此对教学目标的编制进行分析，可以发现实践中的三个误区：第一，把手段作为目标；第二，目标的表述太宽泛；第三，目标、教学活动和评估三者不一致。本文应用布卢姆目标分类理论提出了三个应对措施：合理使用知识和认知过程类别的术语；目标中暗含适当的分类框架；正确编制教学目标使之与教学活动、评估三者一致。
佈盧姆認知目標分類脩訂從知識類型和認知過程兩箇維度來界定教學目標。以此對教學目標的編製進行分析，可以髮現實踐中的三箇誤區：第一，把手段作為目標；第二，目標的錶述太寬汎；第三，目標、教學活動和評估三者不一緻。本文應用佈盧姆目標分類理論提齣瞭三箇應對措施：閤理使用知識和認知過程類彆的術語；目標中暗含適噹的分類框架；正確編製教學目標使之與教學活動、評估三者一緻。
포로모인지목표분류수정종지식류형화인지과정량개유도래계정교학목표。이차대교학목표적편제진행분석，가이발현실천중적삼개오구：제일，파수단작위목표；제이，목표적표술태관범；제삼，목표、교학활동화평고삼자불일치。본문응용포로모목표분류이론제출료삼개응대조시：합리사용지식화인지과정유별적술어；목표중암함괄당적분류광가；정학편제교학목표사지여교학활동、평고삼자일치。
Revised Bloom's Taxonomy of educational objectives in cognitive domain defines teaching objectives using two dimensions, which involves knowledge dimension and cognitive process dimension. These two dimensions fully demonstrate in a framework of two dimensional objectives. To analyze the process of making educational objectives, we can find three mistakes: First, consider the tools as objectives; second, the expressions of objectives are too large; third, objectives, teaching process and evaluation are not in consistent. This thesis puts forward three specific measures:use the terms about knowledge and cognitive process in a reasonable way;involve a framework in objectives;make objectives in a right way to make sure objectives, teaching process and evaluation are in consistent.
