摘要
布卢姆认知目标分类学(修订版)自2001年发布以来,引起了世界各国教育工作者的关注,他们运用其知识与认知过程相结合的核心思想,对教学目标、教学活动、教学评价以及三者的一致性进行描述和设计,揭示了相应教学要素的特征。应用过程中既呈现出两种明确的应用模式,也出现了一些误解。国外学者开展的应用研究的经验和教训值得我们借鉴。
Bloom＇s Revised Taxonomy has drawn the attention of educators around the world since its publication in 2001. They describe and design instructional objectives, instructional activities, assessment and the alignment among them by applying the core idea of the combination of knowledge and cognitive process in RBT. Two models of application emerge during the process of international application and some misunderstandings of RBT can be seen in the application. The application of RBT by foreign scholars can provide insight for Chinese educators.
出处
《全球教育展望》
CSSCI
北大核心
2017年第8期33-42,共10页
Global Education
基金
上海市教育科学研究重点课题"上海市中小学教学关键要素研究"(项目批准号:A1512)
上海市教研室课题"基于学生学习心理的教学设计案例研究"(课题编号:JX09JC01)的阶段成果
