摘要
阐述了布鲁姆掌握理论的产生及早期意义。布鲁姆提出了思维发展要历经识记、领会、应用、分析、综合、评价六个阶段的"思维六级说"。论述了在经验获得过程中个体会形成认知结构或知识的类目编码系统,为完成任务目标需要对信息加工、激发情感。指出了布鲁姆掌握理论的缺失体现在对个体的作用重视度不够;对个体本身与周边环境没有确定其健康、丰富的发展方式;对情感控制能力的关注也不够。提出对布鲁姆掌握理论缺失的弥补就是构建生态认知环境。
The paper expounds the generation of Bloom's Mastery Theory and its early significance as well.Bloom puts forward 'six-level thinking process'in the development of thinking,which includes memorization,comprehension,application,analysis,synthesis and evaluation. The paper also discusses that in the process of obtaining experience,an individual will produce cognitive structures or a semi-catalogue coding system of knowledge,process information and inspire emotions in order to meet the needs of fulfulling a task object. It points out that the shortcoming of Bloom's Mastery Theory lies in that enough focus is not given to an individual's role,the healthy and colorful relationships among an individual,the surroundings and abilities to control emotions. The remedy for the imperfectness of Bloom's Mastery Theory is to construct the eco-cognitive environment.
出处
《沈阳建筑大学学报（社会科学版）》
2014年第4期418-421,共4页
Journal of Shenyang Jianzhu University:Social Science
基金
辽宁省普通高等教育本科教学改革研究项目(201207)
辽宁省教育科学十二五规划项目(JG14DB338)
辽宁省教育厅人文社会科学研究项目(W2014086
W2014087)
关键词
布鲁姆掌握理论
认知
生态环境
自我调节
Bloom's Mastery Theory
cognitive
ecological environment
self-regulation
