In daily life, knowledge level is a word that is often mentioned, but how to define its exact meaning is rarely studied. There are many studies on the level of mastering knowledge, and this study is essentially a cognitive study.
The "memory, understanding, application, analysis, evaluation and creation" proposed by Anderson and Sosnik in the book "Theory of Learning, Teaching and Evaluation Analysis —— Bloom's Classification of Educational Objectives (Revised Edition)" are all divided at the cognitive level, and four dimensions of knowledge are also proposed, namely, factual knowledge, conceptual knowledge, procedural knowledge and meta-cognitive knowledge.
1. factual knowledge: the content obtained through observation. Fact: the dispersion or isolation of knowledge. For example, if we answer that "Yu" is the abbreviation of which province in China, we will answer that it is the abbreviation of Henan Province, and we don't need to know why Henan is abbreviated as "Yu", its geographical location, folk customs, local products and other information, so this article belongs to little factual knowledge. Low level of abstract generalization: If a student can state that "War of Resistance against Japanese Aggression broke out in an all-round way in 1937", it proves that he has mastered a knowledge of historical facts.
Fundamentality: Children can only form the concept of "dog" if they know some facts about their own pet dogs and neighbors' pet dogs.
2. Conceptual knowledge: It is an abstract and organized knowledge. Concepts, principles and theories in various disciplines belong to this kind of knowledge. Conceptual knowledge has the characteristics of abstraction, generality and organization. Such as function definition, law of conservation of mass, etc.
For example, when a child sees a cat for the first time, he knows that the cat has a beard and four legs next to its right ear and mouth, and he will meow. These characteristics are common to all cats, and children's understanding at this time has surpassed the characteristics of a single cat and has a certain universality. It can also be said that children have formed conceptual knowledge about cats. For another example, "People who often do physical exercise have a slower heart rate" is not a single person we know, but we can understand that their heart rate is usually slower than that of ordinary people. This kind of knowledge has a certain generality and belongs to conceptual knowledge. The concept of cat is also closely related to the concepts of pets, mice and animals, and things organized according to a certain structure belong to conceptual knowledge.
3. Procedural knowledge: it is a set of procedures or steps about how to do things. Conceptual knowledge can be obtained by using procedural knowledge, and the understanding of conceptual knowledge is the premise of the application of procedural knowledge, but procedural knowledge should answer the question of how to do it and conceptual knowledge should answer the question of why to do it. For example, solving problems and comparing methods.