基于新教育目标分类学的物理问题分类框架的构建  

Building the Classification Framework of Physics Problems Based on the New Taxonomy of Educational Objectives

作　　者：谢丽[1,2] 李春密[1] 张焱[1] 

机构地区：[1]北京师范大学物理学系,北京100875 [2]长江大学物理与光电工程学院,湖北荆州434023

出　　处：《课程．教材．教法》2015年第6期86-91,127,共7页Curriculum，Teaching Material and Method

基　　金：湖北省高等学校省级教学研究项目"以提高科学素养为导向的大学物理课程体系改革的研究与实践"(2013262)

摘　　要：了解问题的构成要素、本质特征及其所涉及的认知过程是培养学生高层次问题解决能力的首要前提。以马扎诺的新教育目标分类学为基础,从知识领域和认知系统两个维度构建了物理问题的分类框架,旨在解析问题本身与认知过程之间的动态关系。其中知识领域包括信息和心智程序,认知系统包括提取、领会、分析和知识运用。该框架可以为同类研究提供参考,也可以为教师的教学提供帮助。In order to develop students＇ high-level ability of problem solving, the primary premise is to understand the relationship between the compositions and characteristics of problems and the cognitive processes involved in them. Based on Marzano＇s new taxonomy of educational objectives, this study builds the two-dimensional classification framework of physics problems to elaborate the dynamic relationship between the problems themselves and the cognitive processes. This framework, which has two domains of knowledge （information and mental procedures） as one dimension and four levels of the cognitive system （retrieval, comprehension, analysis and knowledge utilization） as another dimension, can not only brovide a reference for similar studies, but also offer help to instructors.

关 键 词：新教育目标分类学 物理问题 认知过程 知识领域 认知系统 

分 类 号：G633.7[文化科学—教育学]