Bloom and others divide educational goals into three fields, namely, cognitive field, emotional field and motor skill field.
(A) the classification of cognitive goals
(1) Know: refers to the memory of previously learned knowledge materials, including the memory of specific facts, methods, processes and theories.
(2) Comprehension: refers to the ability to grasp the meaning of knowledge materials.
(3) Application: apply what you have learned to new situations.
(4) Analysis: refers to the ability to decompose a complex knowledge material into its components and understand the relationship between them.
(5) Synthesis: refers to regrouping all the parts of the learned knowledge to form a new knowledge whole.
(6) Evaluation: refers to the ability to make value judgments on materials (papers, novels, poems, research reports, etc.). ).
(B) the emotional field of target classification
(1) Acceptance: Learners are willing to pay attention to a specific phenomenon or stimulus, such as attending classes and participating in class activities.
(2) Response: refers to students' active participation, positive response and high interest. For example, finish the homework assigned by the teacher.
(3) Value evaluation: refers to the learner's judgment of a specific phenomenon, behavior or thing with a certain value standard.
(4) Organization: refers to the learners' organizing values into a system, comparing various values, determining their interrelationships and relative importance, accepting the values that they think are important, and forming a personal value system when encountering the complex situations presented by various values.
(5) Personality formed by value or value complex means that learners gradually form their personal personality through organizational value system. For example, the formation of the world outlook.
Bloom and others did not continue to compile the classification of educational goals in the emotional field after compiling the classification of educational goals in the cognitive field and the emotional field. Later, it was proposed by Simpson and others.
Extended data:
The central educational idea of mastering learning advocated by Bloom is that as long as the best teaching is provided and enough time is given (through frequent feedback and personalized correction help), most students can achieve excellent results. Feedback is an important link in mastering learning variables. Generally speaking, there are several ways to get students' feedback in learning activities:
(A) learning objectives feedback
Classroom feedback of students' learning activities is generally divided into personal goal feedback, knowledge understanding feedback and teacher evaluation feedback. Target feedback refers to the feedback formed by students comparing their learning income with their learning goals. Comprehension feedback refers to students' feedback on the understanding of knowledge points taught by teachers. Students' understanding of knowledge is a complex thinking process, and it is necessary to judge whether knowledge is understood.
(B) Students' homework feedback
Through the in-depth analysis of the homework results, we can infer the students' mastery of learning, that is, it is not enough to just look at the right or wrong homework problems corrected by the marking teacher. Be sure to carefully analyze which step, which knowledge point and why the wrong question is wrong. Only in this way can the feedback be implemented.
(C) Test scores feedback
For students, the result of each exam is to tell them what they already know and what they don't know, so that they can see the gap between their knowledge level and the academic standards they should reach, and also see their ranking position in the class. However, from the actual situation, students pay more attention to the test results and less attention to the teacher's evaluation of the test paper.
Baidu Encyclopedia-Bloom (a famous contemporary American psychologist)