Influenced by behaviorism and cognitive psychology, Bloom and others divided educational goals into three areas: cognition, emotion and motor skills. Each field is subdivided into several levels, and these levels have a hierarchical relationship, that is, the goals of the higher level contain and originate from the sub-goals of the lower level. Each level also sets general (specific) goals.

(1) educational goals in the cognitive field Bloom and others divide the educational goals in the cognitive field into six levels: memory, understanding, application, analysis, synthesis and evaluation (see Figure 6- 1 and Table 6- 1).

(2) According to the degree of internalization of values, the educational objectives in the emotional field are divided into five levels: acceptance or attention, reaction, value evaluation, organization of values and character formation (see Figure 6-2 and Table 6-2).

(3) The educational goal in the field of motor skills Bloom himself did not compile the goal classification in the field of motor skills. There are several classifications in this field, and there is no recognized best classification at present. Here is the classification of E.J. Simpson, who divides the educational goals in the field of motor skills into seven levels: perception, preparation, guided response, mechanical action, complex explicit response, adaptation and creation (see Figure 6-3). All levels of motor skills also have their own general goals, which can be expressed by some special learning results and action verbs (see Table 6-3).