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教学要改革,作业当然也是要改革的。首先我们要澄清一下作业的作用。作业是完成教育目标的重要手段。为了便于说明问题,我们采用Anderson和Krathwohl等人(2001)对布卢姆认知领域教育目标分类(1956)进行修正的话语体系,他们把教育目标分为回忆、理解、应用、分析、评价和创造这六级。以往的作业一般都是针对低级教育目标的,如背诵范文、操练四则演算、做代数应用题之类,其训练的能力都在前三级上。怎样针对后三级目标设计作业,有效培养学生分析能力、评价能力和创造能力,就是作业改革的重点。作业改革与创新人才培养的接口就在这里。
Teaching needs reform. Of course, the homework must also be reformed. First of all, we must clarify the role of the assignment. Homework is an important means to accomplish educational goals. To help illustrate the problem, we used the discourse system of Anderson and Krathwohl et al. (2001) to revise Bloom’s Cognitive Education Classification (1956). They divided education goals into recall, understanding, application, analysis, evaluation, and Create these six levels. Past assignments are generally aimed at low-level educational goals, such as memorizing model sentences, performing four calculations, and doing algebra application problems. Their ability to train is in the first three levels. How to design work for the last three levels of objectives and effectively cultivate students’ analytical ability, evaluation ability, and creative ability is the focus of homework reform. The interface between homework reform and innovative talent cultivation is here.