修订的布卢姆认知教育目标分类学的理论意义与实践意义——兼论课程改革中“三维目标”说  

The Theoretical and Practical Significance of Revised Bloom’s Taxonomy of Educational Objectives in Cognitive Domain——Together with the Discussion on "Three-dimensional Objective" of the Curriculum Reform

作　　者：吴红耘[1] 皮连生[2] 

机构地区：[1]苏州科技学院教育与公共管理学院,江苏苏州215009 [2]华东师范大学心理系,上海200062

出　　处：《课程．教材．教法》2009年第2期92-96,共5页Curriculum，Teaching Material and Method

摘　　要：修订的布卢姆认知教育目标分类学，是从知识类型和认知过程两个维度来界定智育目标。这具有重要的理论意义，即它有助于我们重新定义知识、智育目标和能力概念；它强调用目标分类指导学习、教学和评估以及三者的一致性，也具有重要的教育实践意义；它反对将目标和教学活动相混淆，具有重要的现实意义。Revised Bloom＇s Taxonomy of educational objectives in cognitive domain defines objectives of intellectual education using two dimensions, which involves knowledge dimension and cognitive process dimension. It has important theoretical value and helps us refine the concepts of knowledge, objectives of intellectual education and ability. Because it emphasizes that learning, teaching and assessment are guided by objective classification and aligning instructional activities and assessment with objectives, and it opposes to confuse instructional activities and objectives, which has important significance of educational practice.

关 键 词：修订的布卢姆认知教育目标分类学 知识维度 认知过程维度 课程改革 “三维目标”说 

分 类 号：G44[哲学宗教—心理学] G423.07[哲学宗教—发展与教育心理学]