Educational goals in the field of cognition
Bloom et al. published the educational goals in the field of cognition in 1956. The educational goals in this neighborhood include six levels, from low to high and from simple to complex.
It is divided into six levels: knowledge, understanding, application, analysis, synthesis and evaluation.
1. knowledge: remember what you have learned, including the memory of specific facts, methods and processes; Descriptive verbs that can be used: definition, narration, recitation, etc.
2. Comprehension: Understand the meaning of the material you have learned, but it is not necessarily related to other things; Descriptive verbs can be used to explain, distinguish, etc.
3. Application: the ability to apply the concepts and rules learned to emotional scenes; Can describe verbs: calculation, operation, etc.
4. Analysis: The whole material is decomposed into various components to understand its organizational structure; Available descriptive verbs: decomposition, explanation, etc.
5. Synthesis: integrating the piecemeal knowledge into a knowledge system, emphasizing creativity, and needing to produce a new model or structure; Descriptive verbs are available: create, write, etc.
6. Evaluation: the ability to judge the value of materials, including judging according to the internal or external standards of materials; Available descriptive verbs: evaluation, comparison, etc.
Extended data:
In China's curriculum reform, it is of great practical significance to study Bloom's theory of "mastering learning".
1, optimistic classmates
Bloom's "intensive reading" is an optimistic teaching theory about teaching and learning. "Optimism" is because it fundamentally denies the view that individual differences are innate and unchangeable, and "that if they can find ways to help everyone, then all students can do well in theory".
In the past, schools usually divided students into several grades according to normal distribution, and used this classification standard as a stable and lasting basis to measure students' advantages and disadvantages, which affected students' whole study life. Under its influence, "teachers only expect one-third of the students in the class to fail or pass, one-third to fail or pass, and one-third to fully grasp the learning objectives and content."
Schools tend to focus on the good one-third and are not interested in the bad two-thirds. The result of this unreasonable practice is the sharp decline of teaching quality and the artificial creation of a large number of poor students.
"Master learning theory" is a challenge to the traditional hierarchical and grouped teaching system, which breaks the deep-rooted prejudice and advocates that teachers have confidence in the development of each student.
And provide ideal teaching for each student, provide equal learning opportunities, provide sufficient time and help for students in need, let each student have ideal teaching suitable for their individual needs, and let each student develop. This optimistic and comprehensive view of students is of great significance to establish a new view of students in the current education and teaching reform.
2. New personalized teaching practice.
"Mastering learning" is a new personalized teaching practice, which neither opposes collective teaching nor pure personalized teaching, but carries out personalized teaching on the basis of collective teaching.
Educational practice has proved that personalized teaching is effective, but it takes time and teachers' efforts. Although collective teaching can teach a large number of students in a short time, the effect is poor and it is easy to produce a large number of "poor students". "Master learning theory" combines collective teaching with individual teaching to a certain extent and has achieved good results.
The implementation of "good at learning" is generally divided into three stages. The first step is to find out the preconditions for learning. Second, formulate and implement procedures. Third, evaluate the effect of this strategy for teachers and students.
Mastering learning strategies objectively has great influence on teaching and learning. For students, it has obvious effects in improving learning efficiency, stimulating learning motivation and eliminating anxiety and depression. For teachers, it is very helpful to face all students, effectively teach students in accordance with their aptitude, have confidence in students, and achieve a "large-scale" improvement in academic performance.
References:
Baidu Encyclopedia-Classification Theory of Educational Objectives
References:
Baidu Encyclopedia-Bloom (a famous contemporary American psychologist)