摘要
布卢姆认知目标分类学(修订版)从学习结果类型的角度对“受过教育的人”应具备的核心素养进行了描述,核心素养被认为是学生围绕知识而执行不同复杂程度的认知过程的结果。从知识与认知过程相结合的角度对核心素养所做的描绘,不仅有助于阐明核心素养的迁移性,还能对核心素养中的态度成分进行解释。布卢姆认知目标分类学(修订版)有关核心素养的观点对于探讨知识与核心素养的关系、研究学科核心素养、开展高阶思维能力的教学都有重要启示。
Bloom’s Cognitive Taxonomy(Revised Edition)describes the core literacy that the“educated human”should have from the perspective of learning outcome types.Core literacy is considered as the result of cognitive process of students carrying out different complex degrees around knowledge.The delineation of core literacy from the perspective of the combination of knowledge and cognitive process can help to clarify the mobility and explain attitude components of core literacy.The conception in Bloom’s Cognitive Taxonomy has important implications for the discussion of the relation between knowledge and core literacy,for the study of core literacy about subjects and for the instruction of higher level thinking skills.
作者
王小明
WANG Xiaoming(Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062)
出处
《现代基础教育研究》
CSSCI
2018年第1期80-86,共7页
Research on Modern Basic 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)的阶段性成果
