摘要
国内外实践研究证明,布卢姆掌握学习理论有利于提高教学质量,改善师生关系。掌握学习理论在我国普校教学中应用较多,但在培智学校中却鲜有研究。文章通过运用教育目标分类、掌握学习实施程序和教育评价三方面,将个别化教育计划、主题式分层教学和多元化评价相联系并整合,论述布卢姆掌握学习理论在培智课堂教学中的应用,以期更好地指导培智课堂教学的进行,并为其提供理论基础。
Practical studies at home and abroad have proved that Bloom＇s mastery of learning theory is conducive to improving teaching quality and improving teacher-student relationship. Mastery learning theory is widely used in general school teaching in our country, but it is few studied in the schools for intellectual disability. By using the education target classification, implementation procedure of mastery learning theory and evaluation of education, the author relates and integrates the thematic hierarchical teaching, individual education plan and diversified evaluation, and discusses the application of Bloom＇s mastery learning theory in the classroom teaching for intellectual disability to better guide the development of classroom teaching for intellectual disability and provide a theoretical basis for it.
作者
李娟
马伟娜
Li Juan;Ma Weina(College of Education,Hangzhou Normal University,Hangzhou,Zhejiang 311121)
出处
《绥化学院学报》
2018年第7期59-62,共4页
Journal of Suihua University
关键词
掌握学习理论
培智课堂
主题式分层教学
个别化教育计划
多元化评价
mastery learning theory
classroom for intellectual disability
thematic hierarchical teaching
individualized educational plan
diversified evaluation
