布卢姆教育目标分类学修订版在小学数学教学中的应用：理论与实践
|
摘要
澄清知识与能力以及如何处理二者的关系,是课程改革与开发中的核心问题之一。我国新一轮课程改革提出“知识与技能”、“过程与方法”和“情感态度与价值”三维目标分类之后,人们对这一问题的认识并没有明显改善。如何利用广义上的知识和技能的教学发展学生的能力,成为困扰我国中小学教育理论与实践的一个难题。布卢姆认知教育目标分类学修订版从知识和认知过程两个维度处理教育目标问题,为我们处理知识与能力问题在操作层面提供了一个范例,对我国的教育理论与实践具有很好的指导意义。
本研究以布卢姆认知教育目标分类学修订版为理论基础,以小学数学课程为切入点,在理论上试图澄清数学课程的教育目标问题,在实践上尝试以修订版分类学指导课堂教学实践,在实践中验证和发展该理论。
本研究包括两部分。第一部分以布卢姆教育目标分类学修订版为基础,对《数学课程标准》(简称《数标》)进行解读与分析,对《数标》中的“三维目标”、整体目标进行剖析,澄清其中存在的问题并提出了相应的改进建议。同时,从修订版的知识维度和认知过程维度对小学阶段的学段具体目标(或称内容标准)进行解读与转化,一方面明确内容标准的具体含义,另一方面分析小学阶段数学教学目标的层次,探明小学阶段数学教学目标的整体分布状况。
第二部分为实验研究。通过教学对比实验,比较接受布卢姆教育目标分类学修订版思想指导的教学与常规教学在教学效果上的差异,以此验证新分类的实践效果。结果表明:1)接受新分类思想指导的教学与常规教学的教学效果存在着显著差异;2)接受新分类思想指导的教学与常规教学在目标、教学活动、评估以及一致性四方面存在着差异。接受新分类思想指导的教学在目标上更为清晰,更为准确,对教学的指导性更强;接受新分类思想指导的教学在教学活动的创设上,更具针对性,目标达成的层次更深,学生主动、有意义的学习成分更多;接受新分类思想指导的教学在评估上更具自觉意识,能够很好地将形成性评估与总结性评估结合起来,使评估更准确;接受新分类思想指导的教学具有更高的一致性。
The nature of knowledge and skill and their relationship are fundamental issues which should be classified during the curriculum reforms and development. However, Three Dimensional Objectives Taxonomy proposed during the new curriculum reforms, which consisted of knowledge and skill, process and method, affection and attitude, does less help for classifying the issues. Actually, they become seroius problems embarrassing the theorists and practitioners in middle and elementary school. Specifying the educational objectives from the knowledge dimension and the cognitive process dimension, the revised Bloom's taxonomy provides us a specific, useful and practical framework to deal with the teaching of knowledge and skills.
Based on the revised Bloom's taxonomy, this study is to address the theoretic problem of educational objectives in mathematics curriculum, and the application of the new taxonomy to mathematics teaching.
This research includes two parts. In the first part, the Mathematic Curriculum Standards (MCS) was analyzed from the new taxonomy's perspective. The Tree Dimension objectives and global objectives of MCS are dignosed separately. And the correspondent suggestions are provided. On the other hand, based on the two dimensions of the revised Bloom's taxonomy, the implication of the each standard appeared in MCS is discussed for the primary teaching practice.
In the second part, an experiment was conducted to investigate the use of the revised Bloom's taxonomy. The strength was highlighted by comparing the differences between the experimental group and the controlled group. The results show that: 1) there is significant difference in the instructional effects between the two groups; 2) there are many differences in the aspects of quality of the objectives, learning activities, assessment and their alignment between the two groups. The revised taxonomy can enhance the clarity and accuracy of objectives so that instruction can benefit more from the objectives. It also helps the teachers design more objective-based learning activities and helps students involved in a deeper and more meaningful learning. What's more, the instructors' ability to combine the formative evaluation and summative evaluation and their awareness of assessment are enhanced, showing a better coordination among the objectives, learning activities and assessment.
本研究以布卢姆认知教育目标分类学修订版为理论基础,以小学数学课程为切入点,在理论上试图澄清数学课程的教育目标问题,在实践上尝试以修订版分类学指导课堂教学实践,在实践中验证和发展该理论。
本研究包括两部分。第一部分以布卢姆教育目标分类学修订版为基础,对《数学课程标准》(简称《数标》)进行解读与分析,对《数标》中的“三维目标”、整体目标进行剖析,澄清其中存在的问题并提出了相应的改进建议。同时,从修订版的知识维度和认知过程维度对小学阶段的学段具体目标(或称内容标准)进行解读与转化,一方面明确内容标准的具体含义,另一方面分析小学阶段数学教学目标的层次,探明小学阶段数学教学目标的整体分布状况。
第二部分为实验研究。通过教学对比实验,比较接受布卢姆教育目标分类学修订版思想指导的教学与常规教学在教学效果上的差异,以此验证新分类的实践效果。结果表明:1)接受新分类思想指导的教学与常规教学的教学效果存在着显著差异;2)接受新分类思想指导的教学与常规教学在目标、教学活动、评估以及一致性四方面存在着差异。接受新分类思想指导的教学在目标上更为清晰,更为准确,对教学的指导性更强;接受新分类思想指导的教学在教学活动的创设上,更具针对性,目标达成的层次更深,学生主动、有意义的学习成分更多;接受新分类思想指导的教学在评估上更具自觉意识,能够很好地将形成性评估与总结性评估结合起来,使评估更准确;接受新分类思想指导的教学具有更高的一致性。
The nature of knowledge and skill and their relationship are fundamental issues which should be classified during the curriculum reforms and development. However, Three Dimensional Objectives Taxonomy proposed during the new curriculum reforms, which consisted of knowledge and skill, process and method, affection and attitude, does less help for classifying the issues. Actually, they become seroius problems embarrassing the theorists and practitioners in middle and elementary school. Specifying the educational objectives from the knowledge dimension and the cognitive process dimension, the revised Bloom's taxonomy provides us a specific, useful and practical framework to deal with the teaching of knowledge and skills.
Based on the revised Bloom's taxonomy, this study is to address the theoretic problem of educational objectives in mathematics curriculum, and the application of the new taxonomy to mathematics teaching.
This research includes two parts. In the first part, the Mathematic Curriculum Standards (MCS) was analyzed from the new taxonomy's perspective. The Tree Dimension objectives and global objectives of MCS are dignosed separately. And the correspondent suggestions are provided. On the other hand, based on the two dimensions of the revised Bloom's taxonomy, the implication of the each standard appeared in MCS is discussed for the primary teaching practice.
In the second part, an experiment was conducted to investigate the use of the revised Bloom's taxonomy. The strength was highlighted by comparing the differences between the experimental group and the controlled group. The results show that: 1) there is significant difference in the instructional effects between the two groups; 2) there are many differences in the aspects of quality of the objectives, learning activities, assessment and their alignment between the two groups. The revised taxonomy can enhance the clarity and accuracy of objectives so that instruction can benefit more from the objectives. It also helps the teachers design more objective-based learning activities and helps students involved in a deeper and more meaningful learning. What's more, the instructors' ability to combine the formative evaluation and summative evaluation and their awareness of assessment are enhanced, showing a better coordination among the objectives, learning activities and assessment.
引文
1[美]布兰思福特编著.人是如何学习的:大脑、心理、经验及学校,第4页.华东师范大学出版社,2002.9
2基础教育课程改革纲要(试行).教基[2001]17号
3联合国教科文组织国际教育发展委员会编著:《学会生存》,第120页.上海译文出版社,1979
4顾明远主编.教育大辞典简编本.上海教育出版社,1999.1
5 Charles M,Reigeluth &Julie Moore(1999):Cognitive Education and Cognitive Domain.
6 L.W.安德森,L.A.索斯尼克.布卢姆教育目标分类学--40年的回顾[M]:海:华东师大出版社,1998.
7 A.Dean Hauenstein.A conceptual framework for educational objectives:a holistic approach to traditional taxonomy[M].Lanham:university press pf America,Inc.,1998
8 Marzano,R.J.:Designing a new taxonomy of educational objectives.Corwin press,Inc.,2000.
9 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,& Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives.New York:Longman.
10[美]B,S.布卢姆.教育目标分类学(第一分册:认知领域)[M],第14页.上海:华东师大出版社,1986.
11 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives,p4.New York:Longman.
12 基础教育课程改革纲要(试行).教基[2001]17号
13 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives.New York:Longman.
14 基础教育课程改革纲要(试行).教基[2001]17号
15 基础教育课程改革纲要(试行).教基[2001]17号
13 基础教育课程改革纲要(试行).教基[2001]17号
16 钟启泉等;《为了中华民族的复兴,为了每位学生的发展--〈基础教育课程改革纲要(试行)〉解读》,第174页,华东师范大学出版社,2001
17 Bloom,B.S.(Ed.)(1956).Taxonomy of educational objectives:The classification of educational goals,Handbook Ⅰ:Cognitive domain.P.8.New York,NY:Longman,Green.
18 钟启泉等;《为了中华民族的复兴,为了每位学生的发展--〈基础教育课程改革纲要(试行)〉解读》,第179页,华东师范大学出版社,2001
19 中华人民共和国教育部.全日制数学国家课程标准(实验稿),第3页.北京师范大学出版社,2001
20[美]A.J.哈罗 E.J.辛普林编.施良方 唐晓杰译:教育目标分类学 第三分册 动作技能领域.华东师范大学出版社,1989,4.1
21 钟启泉等;《为了中华民族的复兴,为了每位学生的发展--〈基础教育课程改革纲要(试行)〉解读》,序言第6页,华东师范大学出版社,2001
22 教育部基教司.数学课程标准研制组.数学课程标准解读.北京师范大学出版社,2002
23 Tyler,R.W.(1949).Basic principles of curriculum and instruction.p.30.Chicago:Universitv of Chicago Press.
24 中华人民共和国教育部.全日制数学国家课程标准(实验稿),第4页.北京师范大学出版社,2001
25 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives,p38.New York:Longman.
26 中华人民共和国教育部.全日制数学国家课程标准(实验稿),第7页.北京师范大学出版社,2001
27 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives,p107.New York:Longman.
28布兰思福特编著.人足如何学习的:大脑、心理、经验及学校,第4页.华东师范大学出版社,2002.9
29中华人民共和国教育部.全日制数学国家课程标准(实验稿),第7页.北京师范大学出版社,2001
30 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives,p1&p17.New York:Longman.
[1]安德森等编著;皮连生主译.学习、教学和评估的分类学.华东师范大学出版社,2007.11
[2]布卢姆等编,罗黎辉等译.教育目标分类学--第一分册:认知领域.华东师范大学出版社,1986.
[3]L.W.安德森,L.A.索斯尼克主编;谭晓玉,袁文辉等译.布卢姆教育目标分类学--40年的回顾[M].上海:华东师大出版社,1998.
[4]钟启泉等.为了中华民族的复兴,为了每位学生的发展--基础教育课程改革纲要(试行)解读.华东师范大学出版社,2001
[5]中华人民共和国教育部.全日制数学国家课程标准(实验稿).北京师范大学出版社,2001
[6]教育部基教司.数学课程标准研制组.数学课程标准解读.北京师范大学出版社,2002
[7]基础教育课程改革纲要(试行).教基[2001]17号
[8]顾明远主编.教育大辞典简编本.上海教育出版社,1999.1
[9]皮连生主编.知识分类与目标导向教学--理论与实践.华东师范大学出版社,1998
[10]皮连生著.智育心理学.人民教育出版社,2000
[11][台]张春兴著.教育心理学.浙江教育出版社,1998
[12]W·迪克等著;庞维国译.系统化教学设计:第六版.华东师范大学出版社,2007.6
[13]加涅著,皮连生等译.学习的条件和教学论.华东师范大学出版社,1999
[14]吴庆麟编著.认知教学心理学.上海科技出版社,2000
[15]庞维国著.自主学习:学与教的原理和策略.华东师范大学,2003.4
[16]庞维国著.数学学习与教学设计,上海教育出版社,2005.6
[17]施良方.学习论.人民教育出版社,2001
[18]李烈著.我教小学数学.人民教育出版社,2003
[19]程达著.教学目标论.湖南教育出版社,2000
[20]A.J.哈罗 E.J.辛普林编:施良方 唐晓杰译.教育目标分类学 第三分册 动作技能领域.华东师范大学出版社,1989,4.1
[21]布兰思福特编著:程可拉等译.人是如何学习的:大脑、心理、经验及学校.华东师范大学出版社,2002.9
[22]王瑞明,王华编著.目标教学论稿.廊文山准字(98)第21号,1998
[23]韩骅.美国教学目标分类研究评介.外国教育研究,2002,28(3)
[24]张春莉、高民布卢姆认知领域教育目标分类学在中国十年的回顾与反思.华东师范大学学报(教育科学版),1996年第1期
[25]丁念金.霍恩斯坦教育目标分类与布卢姆教育目标分类的比较.外国教育研究,2004
[26]李浩然.莫扎诺的教育目标新分类法评介.山东师范大学学报.2003年第48卷第2期
[27]盛群力,褚献华.布卢姆认知目标分类修订的二维框架.课程教材教法2004.9
[28]盛群力,褚献华.重在认知过程的理解与创造--布卢姆认知目标分类学修订的特色.全球教育展望,2004.11
[29]盛群力.学习类型、认知加工与学习结果.开放教育研究,2004.4
[30]张燕,黄荣怀.《教育目标分类学2001版对我国教学改革的启示》.中国电化教育,2007.5
[31]郭秀敏,李世改.“三维目标”由“应然”走向“实然”--新课程“三维目标”解读.课程教材改革,2006.7/8
[32]寥晓翔.实践与反思:新课程的“三维目标”.教育导刊[J],2005.5
[33]季苹.如何落实三维目标?.基础教育课程,2005.8
[34]汤国平.三维教学目标的设计与实施.上海教育科研,2006.9
[35]李长吉.我们需要什么样的过程和方法--对国家义务教育课程标准中的“过程与方法目标”的解读.新课程研究,2004.6
[36]庄惠芬.教学目标制定现状的反思与实践.教学与管理,2006.7
[37]庞维国.关于数学课程标准的若干思考.当代教育科学,2003.18
[38]宋晓平.义务教育阶段国家《数学课程标准》目标分析.数学教学研究,2003.3
[39]王兴福.义务教育阶段《数学课程标准》中的具体目标分类研究.数学教学研究,2004.1
[40]李红婷.我国数学课程目标展望.当代教育科学,2004.18
[41]陈开金.对数学课程标准与其实施状况的若干思考.湖北教育:教育教学,2007.2
[42]王映学.“知识分类与目标导向教学”的实证研究.华东师范大学学报(教育科学版),1997.3
[43]刘丹,杨玉东,贺真真.教学目标测量的分类学基础--青浦实验的新世纪行动之五.上海教育科研,2007.11
[44]王琛.论教学目标分类及具体应用.当代教育论坛,2004.03
[45]皮连生,蔡维静.超越布卢姆--试论“知识分类与目标导向”教学中的学习结果测量 与评价.华东师范大学学报(教育科学版),2000.02
[46][台]叶连祺、林淑萍(2003).布鲁姆认知领域教育目标分类修订版之探讨.教育研究月刊,105,94-106
[47][台]李坤崇(2004).修订Bloom认知分类及命题实例.教育研究月刊,122,98-127
[48][台]郑蕙如、林世华.Bloom认知领域教育目标分类修订版理论与实务之探讨-以九年一贯课程数学领域分段能力指标为例.台东大学教育学报,民93,15(2),247-274
[49][台]李宣玫、王逸慧、林世华社会学习领域分段能力指标之解读--由Bloom教育目标分类系统(修订版)析之.国立台北师范学院学报,第十七卷第二期(九十三年九月)1-34
[50]Anderson,L.W.(Ed.),Krathwohl,D.R.(Ed.),Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,& Wittrock,M.C.(2001),A Taxonomy for Learning,Teaching,and Assessing-A revision of Bloom's Taxonomy of Educational Objectives(complete edition),New York:Longman.
[51]Bloom,B.S.(Ed.)(1956).Taxonomy of educational objectives:The classification of educati-onal goals,Handbook Ⅰ:Cognitive domain.New York,NY:Longman,Green.
[52]A.Dean Hauenstein.A conceptual framework for educational objectives:a holistic approach to traditional taxonomy[M].Lanham:university press pf America,Inc.,1998
[53]Marzano,R.J.:Designing a new taxonomy of educational objectives.Corwin press,Inc.,2000
[54]Charles M,Reigeluth &Julie Moore(1999):Cognitive Education and Cognitive Domain.
[55]Smith,P.L&Ragan,T.J.(2005).Instructional Design,Third Edition.John Wiley & Sons.
[56]Krathwohl,D.R.,A Revision of Bloom's Taxonomy:An overview.Theory Into Practice/Autumn 2002.
[57]Airasian,P.W.,Miranda,H,The Role of Assessment in the Revised Taxonomy.Theory into Practice,Autumn 2002.
[58]Byrd,P.A.,The Revised Taxonomy and Prospective Teachers.Theory Into Practice/Autumn 2002.
[59]Ferguson,C.,Using the Revised Taxonomy to Plan and Deliver Team-Taught,Integrated,Thematic Units.Theory Into Practice/Autumn 2002.
[60]Richard,W.P.,Bloom's Taxonomy and Critical Thinking Instruction.Educational Leadership,May 1985.
[61]Toni Noble, Integrating the Revised Bloom's Taxonomy With Multiple Intelligences: A Planning Tool for Curriculum Differentiation. Teachers College Record Volume 106, Number 1, January 2004, pp.193-211.
[62]Mayer, R.E.(2002) Rote Versus Meaningful Learning. Theory into Practice No.4, 226-232.
[63] Anderson, L. (2006, May). Revised Bloom's taxonomy. Paper presented at North Carolina Career and Technical Education Curriculum Development Training, Raleigh, NC.
[64]Anderson, L. (2006). Taxonomy academy handbook. Retrieved July 1, 2006, from http://www.andersonresearchgroup.com/tax.html
[65]David Andrich.A Frame Work Relating Outcomes Based Education and The Taxonomy of Educaitonal Objectives.Studies in Educational Evaluation 28 (2002) 35-59
[66]Flavell,J.(1979).Metacognition and Cognitive Monitoring:A New Area of Cognitive Develop-mental Inquiry.American Psychologist,34,906-911.
[67] Tyler,R.W.(1949).Basic principles of curriculum and instruction.Chicago:University of Chicago Press.
2基础教育课程改革纲要(试行).教基[2001]17号
3联合国教科文组织国际教育发展委员会编著:《学会生存》,第120页.上海译文出版社,1979
4顾明远主编.教育大辞典简编本.上海教育出版社,1999.1
5 Charles M,Reigeluth &Julie Moore(1999):Cognitive Education and Cognitive Domain.
6 L.W.安德森,L.A.索斯尼克.布卢姆教育目标分类学--40年的回顾[M]:海:华东师大出版社,1998.
7 A.Dean Hauenstein.A conceptual framework for educational objectives:a holistic approach to traditional taxonomy[M].Lanham:university press pf America,Inc.,1998
8 Marzano,R.J.:Designing a new taxonomy of educational objectives.Corwin press,Inc.,2000.
9 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,& Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives.New York:Longman.
10[美]B,S.布卢姆.教育目标分类学(第一分册:认知领域)[M],第14页.上海:华东师大出版社,1986.
11 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives,p4.New York:Longman.
12 基础教育课程改革纲要(试行).教基[2001]17号
13 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives.New York:Longman.
14 基础教育课程改革纲要(试行).教基[2001]17号
15 基础教育课程改革纲要(试行).教基[2001]17号
13 基础教育课程改革纲要(试行).教基[2001]17号
16 钟启泉等;《为了中华民族的复兴,为了每位学生的发展--〈基础教育课程改革纲要(试行)〉解读》,第174页,华东师范大学出版社,2001
17 Bloom,B.S.(Ed.)(1956).Taxonomy of educational objectives:The classification of educational goals,Handbook Ⅰ:Cognitive domain.P.8.New York,NY:Longman,Green.
18 钟启泉等;《为了中华民族的复兴,为了每位学生的发展--〈基础教育课程改革纲要(试行)〉解读》,第179页,华东师范大学出版社,2001
19 中华人民共和国教育部.全日制数学国家课程标准(实验稿),第3页.北京师范大学出版社,2001
20[美]A.J.哈罗 E.J.辛普林编.施良方 唐晓杰译:教育目标分类学 第三分册 动作技能领域.华东师范大学出版社,1989,4.1
21 钟启泉等;《为了中华民族的复兴,为了每位学生的发展--〈基础教育课程改革纲要(试行)〉解读》,序言第6页,华东师范大学出版社,2001
22 教育部基教司.数学课程标准研制组.数学课程标准解读.北京师范大学出版社,2002
23 Tyler,R.W.(1949).Basic principles of curriculum and instruction.p.30.Chicago:Universitv of Chicago Press.
24 中华人民共和国教育部.全日制数学国家课程标准(实验稿),第4页.北京师范大学出版社,2001
25 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives,p38.New York:Longman.
26 中华人民共和国教育部.全日制数学国家课程标准(实验稿),第7页.北京师范大学出版社,2001
27 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives,p107.New York:Longman.
28布兰思福特编著.人足如何学习的:大脑、心理、经验及学校,第4页.华东师范大学出版社,2002.9
29中华人民共和国教育部.全日制数学国家课程标准(实验稿),第7页.北京师范大学出版社,2001
30 Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,&Wittrock,M.C.(2001).A taxonomy for learning,teaching,and assessing:a revision of Bloom's taxonomy of educational objectives,p1&p17.New York:Longman.
[1]安德森等编著;皮连生主译.学习、教学和评估的分类学.华东师范大学出版社,2007.11
[2]布卢姆等编,罗黎辉等译.教育目标分类学--第一分册:认知领域.华东师范大学出版社,1986.
[3]L.W.安德森,L.A.索斯尼克主编;谭晓玉,袁文辉等译.布卢姆教育目标分类学--40年的回顾[M].上海:华东师大出版社,1998.
[4]钟启泉等.为了中华民族的复兴,为了每位学生的发展--基础教育课程改革纲要(试行)解读.华东师范大学出版社,2001
[5]中华人民共和国教育部.全日制数学国家课程标准(实验稿).北京师范大学出版社,2001
[6]教育部基教司.数学课程标准研制组.数学课程标准解读.北京师范大学出版社,2002
[7]基础教育课程改革纲要(试行).教基[2001]17号
[8]顾明远主编.教育大辞典简编本.上海教育出版社,1999.1
[9]皮连生主编.知识分类与目标导向教学--理论与实践.华东师范大学出版社,1998
[10]皮连生著.智育心理学.人民教育出版社,2000
[11][台]张春兴著.教育心理学.浙江教育出版社,1998
[12]W·迪克等著;庞维国译.系统化教学设计:第六版.华东师范大学出版社,2007.6
[13]加涅著,皮连生等译.学习的条件和教学论.华东师范大学出版社,1999
[14]吴庆麟编著.认知教学心理学.上海科技出版社,2000
[15]庞维国著.自主学习:学与教的原理和策略.华东师范大学,2003.4
[16]庞维国著.数学学习与教学设计,上海教育出版社,2005.6
[17]施良方.学习论.人民教育出版社,2001
[18]李烈著.我教小学数学.人民教育出版社,2003
[19]程达著.教学目标论.湖南教育出版社,2000
[20]A.J.哈罗 E.J.辛普林编:施良方 唐晓杰译.教育目标分类学 第三分册 动作技能领域.华东师范大学出版社,1989,4.1
[21]布兰思福特编著:程可拉等译.人是如何学习的:大脑、心理、经验及学校.华东师范大学出版社,2002.9
[22]王瑞明,王华编著.目标教学论稿.廊文山准字(98)第21号,1998
[23]韩骅.美国教学目标分类研究评介.外国教育研究,2002,28(3)
[24]张春莉、高民布卢姆认知领域教育目标分类学在中国十年的回顾与反思.华东师范大学学报(教育科学版),1996年第1期
[25]丁念金.霍恩斯坦教育目标分类与布卢姆教育目标分类的比较.外国教育研究,2004
[26]李浩然.莫扎诺的教育目标新分类法评介.山东师范大学学报.2003年第48卷第2期
[27]盛群力,褚献华.布卢姆认知目标分类修订的二维框架.课程教材教法2004.9
[28]盛群力,褚献华.重在认知过程的理解与创造--布卢姆认知目标分类学修订的特色.全球教育展望,2004.11
[29]盛群力.学习类型、认知加工与学习结果.开放教育研究,2004.4
[30]张燕,黄荣怀.《教育目标分类学2001版对我国教学改革的启示》.中国电化教育,2007.5
[31]郭秀敏,李世改.“三维目标”由“应然”走向“实然”--新课程“三维目标”解读.课程教材改革,2006.7/8
[32]寥晓翔.实践与反思:新课程的“三维目标”.教育导刊[J],2005.5
[33]季苹.如何落实三维目标?.基础教育课程,2005.8
[34]汤国平.三维教学目标的设计与实施.上海教育科研,2006.9
[35]李长吉.我们需要什么样的过程和方法--对国家义务教育课程标准中的“过程与方法目标”的解读.新课程研究,2004.6
[36]庄惠芬.教学目标制定现状的反思与实践.教学与管理,2006.7
[37]庞维国.关于数学课程标准的若干思考.当代教育科学,2003.18
[38]宋晓平.义务教育阶段国家《数学课程标准》目标分析.数学教学研究,2003.3
[39]王兴福.义务教育阶段《数学课程标准》中的具体目标分类研究.数学教学研究,2004.1
[40]李红婷.我国数学课程目标展望.当代教育科学,2004.18
[41]陈开金.对数学课程标准与其实施状况的若干思考.湖北教育:教育教学,2007.2
[42]王映学.“知识分类与目标导向教学”的实证研究.华东师范大学学报(教育科学版),1997.3
[43]刘丹,杨玉东,贺真真.教学目标测量的分类学基础--青浦实验的新世纪行动之五.上海教育科研,2007.11
[44]王琛.论教学目标分类及具体应用.当代教育论坛,2004.03
[45]皮连生,蔡维静.超越布卢姆--试论“知识分类与目标导向”教学中的学习结果测量 与评价.华东师范大学学报(教育科学版),2000.02
[46][台]叶连祺、林淑萍(2003).布鲁姆认知领域教育目标分类修订版之探讨.教育研究月刊,105,94-106
[47][台]李坤崇(2004).修订Bloom认知分类及命题实例.教育研究月刊,122,98-127
[48][台]郑蕙如、林世华.Bloom认知领域教育目标分类修订版理论与实务之探讨-以九年一贯课程数学领域分段能力指标为例.台东大学教育学报,民93,15(2),247-274
[49][台]李宣玫、王逸慧、林世华社会学习领域分段能力指标之解读--由Bloom教育目标分类系统(修订版)析之.国立台北师范学院学报,第十七卷第二期(九十三年九月)1-34
[50]Anderson,L.W.(Ed.),Krathwohl,D.R.(Ed.),Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,& Wittrock,M.C.(2001),A Taxonomy for Learning,Teaching,and Assessing-A revision of Bloom's Taxonomy of Educational Objectives(complete edition),New York:Longman.
[51]Bloom,B.S.(Ed.)(1956).Taxonomy of educational objectives:The classification of educati-onal goals,Handbook Ⅰ:Cognitive domain.New York,NY:Longman,Green.
[52]A.Dean Hauenstein.A conceptual framework for educational objectives:a holistic approach to traditional taxonomy[M].Lanham:university press pf America,Inc.,1998
[53]Marzano,R.J.:Designing a new taxonomy of educational objectives.Corwin press,Inc.,2000
[54]Charles M,Reigeluth &Julie Moore(1999):Cognitive Education and Cognitive Domain.
[55]Smith,P.L&Ragan,T.J.(2005).Instructional Design,Third Edition.John Wiley & Sons.
[56]Krathwohl,D.R.,A Revision of Bloom's Taxonomy:An overview.Theory Into Practice/Autumn 2002.
[57]Airasian,P.W.,Miranda,H,The Role of Assessment in the Revised Taxonomy.Theory into Practice,Autumn 2002.
[58]Byrd,P.A.,The Revised Taxonomy and Prospective Teachers.Theory Into Practice/Autumn 2002.
[59]Ferguson,C.,Using the Revised Taxonomy to Plan and Deliver Team-Taught,Integrated,Thematic Units.Theory Into Practice/Autumn 2002.
[60]Richard,W.P.,Bloom's Taxonomy and Critical Thinking Instruction.Educational Leadership,May 1985.
[61]Toni Noble, Integrating the Revised Bloom's Taxonomy With Multiple Intelligences: A Planning Tool for Curriculum Differentiation. Teachers College Record Volume 106, Number 1, January 2004, pp.193-211.
[62]Mayer, R.E.(2002) Rote Versus Meaningful Learning. Theory into Practice No.4, 226-232.
[63] Anderson, L. (2006, May). Revised Bloom's taxonomy. Paper presented at North Carolina Career and Technical Education Curriculum Development Training, Raleigh, NC.
[64]Anderson, L. (2006). Taxonomy academy handbook. Retrieved July 1, 2006, from http://www.andersonresearchgroup.com/tax.html
[65]David Andrich.A Frame Work Relating Outcomes Based Education and The Taxonomy of Educaitonal Objectives.Studies in Educational Evaluation 28 (2002) 35-59
[66]Flavell,J.(1979).Metacognition and Cognitive Monitoring:A New Area of Cognitive Develop-mental Inquiry.American Psychologist,34,906-911.
[67] Tyler,R.W.(1949).Basic principles of curriculum and instruction.Chicago:University of Chicago Press.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |