论教育目标分类学中的“马氏理论”对“布氏框架”的超越  

On Transcendence of Marana's Theory to Bloom's Frame of the Taxonomy of Educational Objectives

作　　者：陆灵明[1] 莫永华[1] 

机构地区：[1]广西师范学院计算机与信息工程学院教育技术系,广西南宁530023

出　　处：《远程教育杂志》2012年第1期79-84,共6页Journal of Distance Education

基　　金：广西新世纪2010年教改工程项目"NVIVO在师范生教学技能培训中的应用研究"(2010JGB047);广西新世纪教改工程"十一五"第五批立项重点资助项目"分层可视化方法理论与实践应用研究"(2009A049)研究成果

摘　　要：布卢姆的分类学开创了教育目标分类学研究的先河,影响了20世纪的教育。在当代教育体系中,"分类而教"已成为教学设计者的共识。2001修订版的布氏分类学沿袭了1956版的基本思路,对各要素进行了重新思考,强调有意义的学习,有着较强的科学性和实用性,是布氏分类的重大发展。而与2001修订版产生于同期的马扎诺分类,则以更为独特的视角,从人的行为模式出发,以人的意识控制程度作为依据,将人类学习活动的自我、元认知、认知和知识四大系统纳入一个统一的系统,构筑了一种层次分明而又合为一体的教育目标分类学。新分类力图打破布氏分类的"框架"局限,致力于"理论"的构建。他的分类理论反映了信息社会主流的知识观和以学习者为中心的教育理念。追求统一的心理学基础,提升了学习者学习过程中元认知的地位与作用,并把"自我"作为教育目标分类的最高层次,具有开拓性的意义,突破了以往教育目标分类"要素模式"的局限,丰富了分类学研究的内涵,体现了对原有的"布氏框架"的超越。Bloom＇s taxonomy created a precedent for the study of the taxonomy of educational objectives,and also had a great influence on the education during the 21st century.In the modern education system,＂education after Differentiated ＂ has become the consensus of instructional designers.The 2001 revision of the taxonomy followed the basic ideas of the 1956 version and re-thinking the lay-out of different elements,also,it put an emphasis on meaningful learning;it is a significant development of the Bloom＇s taxonomy with a strong sense of scientific and practicality.Compared with the Marana＇s taxonomy theory which appeared in the same period,Bloom＇s taxonomy has its unique perspective,it starting from the behavior patterns of humans,based upon the humans＇ control degree of their consciousness,It subsumed human＇s four study system——self,meta-cognition,cognitive and knowledge into a unified system,furthermore it build a systemic and well-bedded taxonomy of educational objectives.The new classification will commit itself to breaking the limitation of Bloom＇s taxonomy and emphasizing on the construction of theory.His theory reflects the mainstream view of knowledge and learner-centered educational concept in the information society.To pursuit a unified psychological basis and enhance the meta-cognition＇s status and effects during the learner＇s studying process.At the same time,taking the ＂self＂ as the highest level of the taxonomy of educational objectives has a pioneering sense.It broken the ＂elements model＂ limitations of the previous taxonomy of educational objectives and enriched the connotation of the taxonomy,with its significant meaning of research and application,it showed it＇s surpass to the previous theory.

关 键 词：完成学业 要素分析 扎根理论 内容分析 编码 

分 类 号：G40-057[文化科学—教育学原理]