布卢姆的学习变量说对我国高校教学改革的启示  

On the Bloom hypothesis of learning variables and its influences upon Chinese reforms of higher education

作　　者：续润华[1] 周长虹[2] 

机构地区：[1]河南师范大学教育科学研究所,河南郑州453007 [2]河北师范大学教育学院,河北石家庄050091

出　　处：《河北师范大学学报（教育科学版）》2008年第6期9-11,26,共4页Journal of Hebei Normal University(Educational Science)

摘　　要：美国心理学家本杰明.布卢姆在教学实验中发现,影响学习者学习效果的因素很多,但真正对学习者学习效果有决定性影响的因素有三个,即学习者的认知前提能力、学习者的情感特征和教学的质量,它们分别发挥50%、25%和25%的作用。要加快我国高等教育改革的步伐,不断提高我国高等教育的质量,就要在教学改革中注意借鉴布卢姆的研究成果,要采取有效的措施来提高学习者的认知前提能力,帮助学习者树立良好的学习情感特征,不断改进教学工作,提高教学质量。Benjamin Bloom, an American psychologist, finds that there appear so many influencing factors in the teaching experiment, although only three of them are crucial to the learners. Namely, they are the cognitive entry behaviors, the affeetive entry characteristics and quality of teaching, whose functions are 50%, 25%, and 25% respectively. This paper argues that the researches by Bloom are well worth learning for Chinese counterparts to speed up the Chinese reforms of higher education, and to improve the quality of teaching in universities.

关 键 词：布卢姆 学习变量说 高等教育 启示 

分 类 号：G51[文化科学—教育学]