布鲁姆认知目标分类学的信息化教学应用与发展趋势  

Application of Bloom's Taxonomy in Informatization Teaching and Its Development Trend

作　　者：叶冬连[1] 杨继林[2] 胡国庆 YE Donglian;YANG Jilin;HU Guoqing(College of Physics and Electronic Information,Shangrao Normal University,Shangrao,Jiangxi,China 334000;College of Literature and Journalism,Shangrao Normal University,Shangrao,Jiangxi,China 334000)

机构地区：[1]上饶师范学院物理与电子信息学院,江西上饶334000 [2]上饶师范学院文学与新闻传播学院,江西上饶334000

出　　处：《数字教育》2019年第1期15-21,共7页Digital Education

基　　金：江西省高校人文社会科学研究项目"高校教师MOOC采纳模型与影响因素研究"(JY162003)

摘　　要：数字布鲁姆、翻转布鲁姆与知识深度布鲁姆是布鲁姆认知目标分类学在信息化教学领域中的新应用。信息时代,分类学在教学层面上由一种分类框架逐渐演变成为一种面向教育信息化的教学法与评价手段,从重视测评到重视学与教,再到对信息化教学过程与方法的关注。哲学层面上,由价值中立转向价值关涉,重视高阶认知,强调深度学习,强调创造、评价、分析。认知层面上不再强调从识记、理解直到创造的累积性的层级关系。总体而言,信息化教学领域中布鲁姆认知目标分类的发展大致保留了原分类学的主要精髓。布鲁姆认知目标分类学依旧彰显出其强大的生命力。Digital Bloom’s Taxonomy,Flipping Bloom’s Taxonomy and Depth of Knowledge-Revised Bloom’s Taxonomy are the three new applications of Bloom’s Taxonomy in the field of information technology teaching.In the information age,Bloom’s Taxonomy has gradually evolved from a classification framework to a method of instruction and a means of evaluation.Its emphasis is first shifted from test and assessment to learning and teaching,then to the teaching process and method of informatization.On the philosophical level,its emphasis is shifted from valueneutral to value-related,focusing on high-level cognition,emphasizing on deep learning as well as on creation,evaluation,and analysis.On the cognitive level,the cumulative hierarchical relationship is no longer emphasized from remembering,understanding to creation.In sum,the development of Bloom’s Taxonomy in the field of informatization teaching largely retains the essence of the original taxonomy,and Bloom’s Taxonomy still shows its strong vitality.

关 键 词：布鲁姆认知目标分类 数字布鲁姆 翻转布鲁姆 知识深度 认知精确 

分 类 号：G434[文化科学—教育学]