1. Know (knowledge)
It means knowing and remembering. This level involves the identification of specific knowledge or abstract knowledge, and recalls this concept or phenomenon in a form very close to the form that students first encounter.
Hint: recall, remember, identify, list, define, state and present.
Step 2 understand
It refers to the understanding of things, but it does not require a profound understanding, but it is only preliminary and may be superficial. It includes "transformation", explanation, inference and so on.
Hint: explain, identify, describe, explain, distinguish, restate, summarize and compare.
3. Application
It refers to the application of learned concepts, rules and principles. We need to learn to correctly apply abstract concepts to appropriate situations without explaining the problem-solving model. The application mentioned here is a preliminary direct application, not a comprehensive, analytical and comprehensive application of knowledge.
Tips: application, demonstration, operation, practice, classification, illustration and solution.
4. Analysis (analysis)
It refers to the decomposition of a material into its constituent elements, thus making the relationship between concepts clearer and the organizational structure of the material clearer, and expounding the basic theory and principle in detail.
Hint: analyze, check, experiment, organize, compare, compare, distinguish, distinguish.
Step 5 synthesize
On the basis of analysis, it comprehensively processes the decomposed elements and recombines them into a whole as required, thus solving the problem comprehensively and creatively. It involves activities such as distinctive expression, making reasonable plans and implementable steps, and deducing certain laws according to basic materials. It emphasizes characteristics and initiative, which is a high-level requirement.
Hint: composition, establishment, design, development, planning, support and systematization.
Step 6 evaluate
This is the highest educational goal in the field of cognition. The requirement of this level is not to judge by intuitive feelings or observed phenomena, but to make a convincing judgment on the essential value of things rationally and profoundly. It synthesizes internal and external data and information and makes inferences that conform to objective facts.
Hint: evaluate, estimate, comment, identify, argue, defend, prove, predict, predict and support.
The teaching objectives in the field of emotion, headed by Dr Krathwohl, were put forward in 1964 and divided into five levels:
1, accepted
Step 2 show
3. Form value
4. Organizational value system
5. Individualization of value system
Bloom only realized the existence of the field of motor skills when he founded the educational goal, but did not formulate a specific goal level. 1972 Simpson EJ puts forward that the teaching objectives in the field of motor skills are divided into seven levels:
1, perception
Step 2 lead the trend
3. Under the guidance of reflection.
4, mechanical action
5. Complex explicit reflection
Step 6 adapt
7. Innovation and innovation
The questions raised can gradually develop from simple to complex;
You can ask questions at different levels according to the requirements of learning objectives;
Ask different levels of questions-cognitive questions
Cognitive problem: it is the memory and confirmation of knowledge.
For example, "What are the duties of people's jurors?" "When the car turns right, which way will you fall in the car?"
Ask different levels of questions-understanding questions
Comprehension question: mainly examine students' understanding of concepts and laws, and let students summarize, compare and prove a certain point of view.
For example, "What is the difference and connection between the procuratorate and the court?" "Can you explain clearly what inertia is in your own words?"
Ask questions at different levels-application questions
Application problem: mainly refers to the application of learned concepts, rules and principles.
For example, "explain why the principle of' no doubt' should be implemented by legal provisions?" "Inertia is used to explain why people fall backwards when the car is driving?"
Put forward different levels of questions-analytical questions
Analytical questions: mainly to let students analyze and understand deeply, and to use this knowledge to defend their views.
For example, "Why did it happen in a false and wrong case like Xianglin?" "Why does the photoelectric effect mean that light is a particle?"
Hierarchical Question-Comprehensive Question
Comprehensive questions: enable students to systematically analyze and solve some related knowledge sets.
For example, "under what circumstances will the law be unfair?" "What would happen to the world if there was no friction between objects?"
Ask questions at different levels-evaluate questions
Evaluation problem: make a convincing judgment on the essential value of things rationally and profoundly.
For example, "Is it a good thing or a bad thing that Yu Xianglin's unjust, false and wrong cases are caught in the net?" Why? " "What is the scientific value of Einstein's theory of relativity?"
Ask questions at different levels
Among these six types of questions, the first three types are primary cognitive questions, which generally have direct, clear and unambiguous answers, while the last three types are advanced cognitive questions, which usually have no unique correct answer and have different answers from different angles.
In problem design, advocating classroom teaching should not be limited to primary cognitive problems. When appropriate, advanced cognitive questions can stimulate students' thinking, thus cultivating students' thinking ability, thinking and self-evaluation system.
In the curriculum reform of our country, it is of great practical significance for us to study and study Bloom's theory of "mastery learning".
1, optimistic classmates
Bloom's "mastery learning" is an optimistic teaching theory about teaching and learning. It is called "optimism" because it fundamentally opposes the view that individual differences are innate and unchangeable, and "advocates that all students can do well in theory as long as they can find ways to help each student".
In the past, schools often 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 learning career. Affected by it, "when teachers look at students, they only hope that one-third of the students in the class fail or just pass, one-third fail or just pass, and one-third fully grasp the learning objectives and content.
The main energy of the school is often placed on the top one-third of the students, and the other two-thirds of the poor students are very interested. "This unreasonable practice will inevitably lead to a sharp decline in the quality of teaching and artificially create a large number of poor students.
"Mastering learning theory" is a challenge to the hierarchical system and grouping system in traditional teaching, which breaks the deep-rooted prejudice and advocates teachers to be full of confidence in the development of each student.
And provide ideal teaching for every student, provide equal learning opportunities, provide sufficient time and help for students who need help, so that every student can get ideal teaching suitable for their individual needs and let every student develop. This optimistic and all-round 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 type of personalized teaching practice, which is neither contrary to collective teaching nor pure personalized teaching, but personalized teaching based on collective teaching.
Educational practice has proved that individualized teaching is effective, but it takes some time and teachers. 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". "Mastering learning theory" combines collective teaching and individual teaching to some extent, and has achieved good results.
There are generally three steps in the implementation of "mastery learning". First of all, make clear the prerequisites for learning. Second, the formulation and implementation of procedures. Third, evaluate the results of this strategy for teachers and students.
Mastering learning strategies will have a great impact on teaching and learning objectively. For students, it has obvious effects in improving learning efficiency, stimulating learning motivation and eliminating anxiety and depression. For teachers, it is helpful for teachers to face all students, effectively teach students in accordance with their aptitude, and have full confidence in students, so as to achieve a "large-scale" improvement in academic performance.