1. Bloom's main educational theory \x0d\ Bloom's educational theory system consists of three parts: educational goal classification, educational evaluation theory and mastery learning theory (strategy). His ideas are novel and his teaching strategies are practical, so his theory has influenced the whole world, and has become the basis of curriculum compilation, textbook compilation, educational measurement and evaluation and the guide for teachers' teaching in many countries. In China, apart from Kailov's traditional pedagogy, Bloom's educational theory has the most extensive and profound influence on the teaching reform of basic education. \x0d\ (1) educational goal taxonomy theory \x0d\ educational goal is the expected learning result of students. A committee headed by Bloom in the United States published the classification of educational objectives in the fields of cognitive, emotional and psychomotor skills in 1956, 1964 and 1972. In 1956, Bloom and his educational expert group put forward the classification of cognitive goals: (1) knowledge, simple memory of knowledge; (2) Understanding, the lowest stage of understanding; (3) the principle of application and use or the principle of special circumstances; (4) Analyze, distinguish and understand the internal relations of things; (5) Synthesis, that is, combining some ideas into a new complete idea and generating a new structure; (6) Evaluation, judging according to internal evidence or external standards. These six items are very popular in American education and are used as a guide to writing tests. \x0d\ 1964, Corashaw? Bloom and others put forward the classification of emotional goals: (1) acceptance, (2) reaction, (3) evaluation, (4) organization, (5) value personality and human value system. The educational goal of psychomotor skills is divided into seven levels: perception, orientation, guided response, mechanical action, complex explicit response, adaptation and innovation. In 1970, Zebule et al. proposed to classify the goals of psychological movement as: (1) whole-body movement, (2) coordinated and meticulous movement, (3) nonverbal communication and (4) speech act. \x0d\ The above classification can increase teachers' awareness of the diversity of educational objectives, and also play a useful guiding role in performance evaluation and teaching analysis. \\ x0d \\ (II) Theory of Educational Evaluation \ \ x0d \ \ Bloom linked evaluation with teaching work and divided evaluation into three categories: one is configuration evaluation, the other is formative evaluation, and the third is summative evaluation. This classification has been recognized and adopted by many psychologists. Evaluation of \x0d\ permutation. Generally, it is implemented in each academic year, at the beginning of each semester or before the start of school. Its purpose is to know whether students have the basic knowledge and skills necessary for new teaching objectives. In layman's terms, it is to know the details of students. The so-called students' preparation level or details are measured according to their status among students of the same grade or age and their differences in grade. Find out the situation, you can better arrange classes and groups, properly arrange teaching plans and so on. This assessment can also be called diagnostic assessment. \x0d\ Formation evaluation. Generally, it is carried out in the process of teaching and learning, and its purpose is to understand the teaching results and explore the problems or defects in teaching so as to adjust the teaching work. Formative evaluation requires multiple tests. According to the comparison of scores, we can get the index of students' change or growth, which can be used to evaluate students' progress and the effect of teaching plans and procedures. In a word, formative evaluation adjusts the evaluation of teaching work through the understanding of teaching results. Because it can not only diagnose students' learning difficulties, but also evaluate their progress, it is also called diagnostic progress evaluation. \x0d\ Sum and evaluate. Generally, it is not carried out in the semester. Its purpose is to know whether students have reached the requirements of teaching objectives through one semester's study, so as to make a more comprehensive summary and evaluation. The commonly used report card is an example. Summative evaluation can not only predict the later study, but also provide relevant information about class arrangement and grouping. In this sense, gender assessment is closely related to configuration assessment. \x0d\ (3) Mastery learning theory \x0d\ Bloom put forward mastery learning theory in the late 1960s and conducted a lot of experiments. Experiments show that the teaching quality can be greatly improved by using the teaching strategy of mastering learning. The basic idea of mastering learning is that as long as "enough time and proper help are provided, 95% of students (5% top students and 90% middle students) can learn a subject and reach a high level of mastery." The difference of students' learning ability does not determine whether he can learn what he wants to learn, nor whether he can learn well, but only how long it takes him to master these contents. In other words, learners with strong learning ability can reach the mastery level of a learning task in a short time, while learners with poor learning ability need a long time to reach the same mastery level, but they can all get the usual A or B. \ x0d \ Bloom's concept of mastery learning is essentially based on J.B.Carroll's school learning model. Carol believes that the degree of learning is a function of the ratio of the time spent on learning to the time needed for learning, and the time needed for learning is a function of ability and teaching quality.