一、研究目的教学目标的分类是目标研究的基础课题。布卢姆主编的《教育目标分类学·认知领域》奠定了他的教学目标分类的理沦基础,它通过教学实践显示出的理论价值已为大家所公认。国内晚近开展的教学目标分类研究,大多沿用布卢姆的分类框架,但未见分类框架本身开展实证研究的报告。实际上,布卢姆的分类理论是在大量的实际调查中建立的,有人用实验研究结果指出了布卢姆分类理论在连续性与层次性方面存在的漏洞。有鉴于此,本研究的重要目的是,用大样本测 First, the purpose of the study The classification of teaching objectives is the basic issue of the goal of research. Bloom’s editorial “Targets of Taxonomy and Cognition of Education” lays down the rationale for his classification of teaching objectives and the theoretical value it has shown through his teaching practice has become widely recognized. Recent studies on the classification of teaching objectives in China mostly use Bloom’s classification framework, but no report on the empirical study of the classification framework itself has been made. In fact, Bloom’s classification theory was established in a large number of actual investigations. Some people used the experimental results to point out the loopholes in the continuity and hierarchy of Bloom’s classification theory. In view of this, the main purpose of this study is to use large samples