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一、问题提出伴随着布卢姆教育目标分类学在全球范围内的广泛应用,认知要求成为各国研究课程内容的一个重要方面;安德森对布卢姆教育目标分类学进行修订,将认知过程划分为六个类别:记忆(回忆)、理解、应用、分析、评价和创造。毋庸置疑,认知领域教育目标分类学对全球教育产生了巨大的影响,也随之招致了学术界的一些批评意见:“一方面,教育目标分类学具有普适性,其假定的超学科性是不现实的,各个学科均有各自的特征,不存在一种通用的分类体
I. PROBLEM PROBLEMS With the widespread application of Bloom's education taxonomy in a global context, cognitive requirements have become an important aspect in the study of curriculum content in various countries. Anderson revised Bloom's educational goal taxonomy to incorporate cognitive processes Divided into six categories: memory (recall), understanding, application, analysis, evaluation and creation. Undoubtedly, cognitive taxonomy has had a huge impact on global education and has also led to some critics in academia: ”On the one hand, universal taxonomy of educational objectives, its hypothetical transdisciplinary Sex is unrealistic, each subject has its own characteristics, there is no common classification