布鲁姆分类学
维基百科，自由的百科全书
布盧姆分類學是美國教育心學家本杰明·布鲁姆於1956年在芝加哥大學所提出的分類法，把教育者的教學目標分類，以便更有效的達成各個目標。根據布盧姆的理論析，知識可以分成以下三個範疇[1]：
- 認知範疇 (Cognitive Domain)
- 技巧範疇 (Psychomotor Domain)及
- 態度範疇 (Affective Domain)
每一範疇對應於學習的不同層次，而較高層次對應學科內較複雜的內容，亦距離對該學科的通達(Mastery，台灣譯作「精熟」)的距離亦較接近。布盧姆分類學的最終目標，是要鼓勵教學者對教學的三個範疇都要有所聚焦，以達至整全(holistic)的教育。
目录 |
[编辑] 態度範疇
「態度範疇」描述人們在情感方面的反應方式、以及他們感受其他生物的苦痛與快樂的能力。態度方面的目標通常針對於態度、情感及感受方面的覺醒與成長。
態度範疇內的過程從低至高可分為五個層次：
- 接受(Receiving)：是態度範疇內最低層次的過程，學生只是被動的要求專注。若連這一層次也不能達到的話，可以說根本毫無學習可言。
- 反應(Responding)：在這層次，學生不單只對於剌激作出反應，更可主動參與學習過程。
- 評價(Valuing)：學生可對一件物件、一個現象或一份信息給予評價。
- 組織(Organizing)：學生把不同的價值、信息及意念擺在一起，並利用他們本身的schema來將他們容納在一起。比較、關聯和引申所學過的內容。
- 内化(Characterizing)：The student has held a particular value or belief that now exerts influence on their behaviour so that it becomes a characteristic.
[编辑] 技巧範疇
「技巧範疇」描述人們在真實的使用一件工具或儀器，例如搥子的能力。技巧範疇的目的通常專注於改變及行為與技巧的開發。
布盧姆及他的同工並未有就此範疇提出過細目，但此後有不少教育家都嘗試提出他們認為技巧範疇應有的細目[2]。
[编辑] 認知範疇
Skills in the cognitive domain revolve around knowledge, comprehension, and "thinking through" a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.
There are six levels in the taxonomy, moving through the lowest order processes to the highest:
- 知识
- 理解
- 应用
- 分析
- 综合
- 评价
[编辑] 知识 (Knowledge)
Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers
- Knowledge of specifics - terminology, specific facts
- Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology
- Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures
Questions like: What is...?
[编辑] 理解 (Comprehension)
Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas
- Translation
- Interpretation
- Extrapolation
Questions like: How would you compare and contrast...?
[编辑] 应用 (Application)
Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Questions like: Can you organize _______ to show...?
[编辑] 分析 (Analysis)
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
- Analysis of elements
- Analysis of relationships
- Analysis of organizational principles
Questions like: How would you classify...?
[编辑] 综合 (Synthesis)
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
- Production of a unique communication
- Production of a plan, or proposed set of operations
- Derivation of a set of abstract relations
Questions like: Can you predict an outcome?
[编辑] 评价 (Evaluation)
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
- Judgments in terms of internal evidence
- Judgments in terms of external criteria
Questions like: Do you agree with.....?
[编辑] 參看
[编辑] 參考
- ↑ 菖蒲，(1994年)，《我在小學的日子裏》
- ↑ 詳見http://www.nwlink.com/~donclark/hrd/bloom.html。
- Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201-207; B. S. Bloom (Ed.) Susan Fauer Company, Inc. 1956.
