布卢姆的“掌握学习”与体育教学  

B.S.Bloom′s Mastery Learning

作　　者：吴志超[1] 

机构地区：[1]北京体育学院

出　　处：《体育科学》1989年第1期78-82,97,共6页China Sport Science

摘　　要：B.S.布卢姆的“掌握学习”理论,被称为“乐观的教学理论”它在不改变班级授课形式下就可应用,对改进体育教学比较有用。本文联系体育教学,从三个方面作了评介和探讨:①“教育目标分类”与体育教学目标的分析,评介了布卢姆的教育目标分类及其在体育教学中的运用;②“形成性评价”与体育教学目标的达成,评介了诊断性评价、形成性评价、终结性评价及其运用;③“掌握学习”与体育教学过程的优化,探讨了掌握学习的特点、策略及其实施,在体育教学中的可行性。B. S. Bloom's Theory of Mastery Learning is referred to as an optimistic teaching theory. It can be appliedwithout changing the form of teaching at class, and has proved its advantages in improving physical education.In this article three aspects of this theory are discussed and evaluated in connection with P. E. teaching; (1)Classification in the aims of teaching and its application in P. E. teaching; (2) Formative evaluation and theattainment of the aims of P. E. teaching--appraisals of Diagnostic Evaluation, Formative Evaluation andSummative Evaluation, with emphasis on Formative Evaluation and its application; and (3) Mastery Learningand the optimization of the procedures of P. E. teaching--discussions on the characteristics and strategy ofMastery Learning and their workability in P. E. teaching.

关 键 词：掌握学习 形成性评价 体育教学过程 布卢姆 教育目标分类 体育教学目标 诊断性评价 教育评价 学生 终结性评价 

分 类 号：G80[文化科学—运动人体科学]