教育目标分类评析

<正> 教育目标分类的尝试,可以在20年代博比特、查特斯的工作分析法、活动分析法中找到源头。这一思想及方法,以“现代课程之父”泰勒为承启,在50年代,由布卢姆、克拉斯沃尔等人发展到了顶峰——他们先后编制了认知领域和情感领域的教育目标分类;以后,美国的安妮塔·哈罗(Anita J.Har-row)、伊丽莎白·辛普森(Elizabeth Sim-pson)又分别以学前教育和职业教育为“视角”,编制了动作技能领域的目标分类。可     

论语文单元目标分类教学

一、语文单元目标分类教学的基本策略 :系统化的指导思想 ,以语文教育目标分类理论为依据。二、语文单元目标分类教学的“五环节”;单元整体把握阶段 ,讲读认知阶段 ,自读应用阶段 ,检查测试阶段 ,评价补习阶段     

布卢姆认知领域教育目标分类与小语教学

教学目标系指通过教学过程,预期学生可能产生的变化和进步。美国当代著名教育心理学家布卢姆提出了认知领域教育目标主要分类,并以此作为课程设计和评价标准。他所遵循的一般分类原则,“教育的——逻辑的——心理学的分类系统”,即分类系统首先要“考虑教育的需要”,其次要“合乎逻辑顺序”,再次要“与目前已确立的有关心理学的原则与理论保持一致”。根据分类原则,布卢姆将教学目标分为识记、理解、应用、分析、综合、评价等几个层次。这一分类突出了人的认知心理规律,运用它来设计和评价教学,不但能促进学生知识的掌握,而且能使学生智能的发展落到实处。     

霍恩斯坦教育目标分类与布卢姆教育目标分类的比较

霍恩斯坦于1998年推出了一个全新的教育目标分类，这个分类将全部教育目标划分为4个领域：认知领域；情感领域；动作技能领域和行为领域，每个领域包括5个类别的目标。霍恩斯坦教育目标分类与布卢姆教育目标分类之间存在一些共同点，也存在重要的区别，霍恩斯坦教育目标分类实现了对布卢姆教育目标分类的超越。     

布鲁姆教育目标分类理论对大学英语阅读教学的启示

布鲁姆教育目标分类理论所建构的二维分类框架为我们制定各类教育教学目标提供了操作性的理论和实践依据。本文结合《大学英语课程教学要求》,以大学英语阅读教学为例,分别从教学目标,评价方式以及教学方法等方面,具体分析并阐述布鲁姆认知领域教育目标分类理论对大学英语阅读教学的启示。     

论语文单元目标分类教学

一、语文单元目标分类教学的基本策略，系统化的指导思想，以语文教育目标分类理论为依据。二、语文单元目标分类教学的“五环节”，单元整体把握阶段，讲读认知阶段，自读应用阶段，检查测试阶段，评价补习阶段。     

贯彻目标分类理论 提高数学教学质量

《教学目标学》是美国著名教育心理学家B．S布卢姆提出来的,在我国教育界引起了广泛注意。其目标分类理论包括三部分,即认知领域、情感领域和动作技能领域。教学中最常用的认知领域中的教学目标可以分解成识记、理解、应用、分析、综合、评价六级水平。它们与培养学生的各种能力密切相关,通过各级目标相互补充,逐次到达,能有效地确保教学总目标的实现。     

试析教育目标分类理论的“中国化”

通过对西方教育目标分类理论的探析，力图对“中国化”的教育目标分类理论提供参考。     

论布卢姆认知领域教育目标分类的修订及其教育含义

L.W.安德森和D.R.克拉茨沃尔于2001年推出了布卢姆认知领域教育目标分类修订版,将认知教育目标分为知识和认知过程两个维度,在使用术语、目标分类结构和强调侧重点三个方面做了意义重大的调整与改变。本文将介绍这些调整与改变,并说明修订版的教育应用,以促进我国当前教育教学改革的进一步发展。     

对认知领域教学目标分类的再认识

当前认知领域教学目标分类理论存在的主要问题是不具备对人类智能进行分类性总体描述的能力.本文针对这一问题,提出了一个认知领域教学目标的二维分类模型,通过知识类型和操作类型这两个维度对教学目标进行分类,并且在操作维度上增加了"表象化"操作类别,使形象思维能力在教学目标分类体系中得到了体现.     

Validation of Objectives

ABSTRACT

The influence that students with special educational needs may exert on the schooling outcomes of their siblings without special educational needs has been given minimal attention in published research. Hence, the authors bring forth a unique contribution by evaluating the within-family effects of being a child without special educational needs in a family with a sibling with special educational needs. To do so, the authors utilized quasi-experimental methods on a sample of siblings in the Philadelphia School District over 6 years of observations. Because individual student data can be linked to home address information as well as classroom, school, grade, and year identifiers, the authors identified children in the same household over time and subsequently employs multilevel fixed effects models to evaluate achievement and nonachievement schooling outcomes. The results indicate that having a sibling with special educational needs is positively related to standardized achievement compared with those children whose siblings do not have special educational needs. This supports a positive spillover hypothesis. On the other hand, nonsignificance permeates the effects on nonachievement schooling results, including attendance, truancy, tardiness, and behavior.     

Experience-Based Objectives

Educational objectives focus practice and dictate what happens in US classrooms. Currently, instructional objectives are privileged in K–12 schools over other forms of objectives, thereby marginalizing the implementation of some educational perspectives. We argue that objectives should be expanded to attend to the student experience, promoting a variety of practices to utilize in classroom operations. In so doing, we suggest an addition to the network of objectives: experience-based objectives. We review the history of objectives before presenting experience-based objectives as embodying 5 major shifts in thinking, and as actualized through four criteria.     

论教学目标

培养学生健康丰富的个性,切入、丰富和提升学生的经验系统,帮助学生建构人类知识的完整图景,提高学生的需要层次,这一教学的目标体系是针对教学的共同目标提出来的。它们是一个有机的整体。只强调某一类型或层次的目标,或者仅仅着眼于单一学科所要达到的目标,而忽视了教学的整体性目标,致使学校教学目标缺乏系统化和结构化,必然会影响教学效果。     

教学目标的有效陈述

陈述具体而明确的教学目标是教学设计中的重要一环，有效的教学目标陈述方式有三种：行为式，认知式和表现式。汲取这三种陈述方式的优点，不仅保证教师准确，具体地陈述教学目标，而且对整个教学过程也有调控的作用，能使教学目标发挥其应用的功能。     

浅析教学目标分析

在对教学目标来源、作用以及指导思想的基础上,构建了教学目标的分析框架,包括确定学习结果类型、确定目标类型、分析目标任务以及陈述学习目标四部分,简称"两确定、一分析、一陈述",以期望对教师或设计者进行教学目标分析提供支持帮助或借鉴意义。     

关于研究性学习的目标

在新的中小学课程计划中,研究性学习是综合实践活动(必修课)的指定领域。这是一个在先进理念指导下的课程教学领域。其课程目标切合了新时代基础教育发展的需要。 一、研究性学习的主要目标指向     

Objectives in educational drama

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ETHICS IN HUMAN COMMUNICATION. By Richard L. Johannesen. Columbus, Ohio: Charles E. Merrill Publishing Company, 1975; pp. viii‐163. paper $3.95.

PERSPECTIVES ON COMMUNICATION IN SOCIAL CONFLICT, Gerald R. Miller and Herbert W. Simons (Ed.), Englewood Cliffs, N.J.: Prentice‐Hall, 1974; pp. 257. $10.50.

DEBATE: A DIGEST OF PARLIAMENTARY DEBATES AND QUESTIONS. Vol. 2. 1972–73. Totowa, N.J.: Rowman and Littlefield, 1974; pp. 586+xxviii. £10.00 (incl. post.).

THE EDUCATION OF BLACK PEOPLE: TEN CRITIQUES, 1906–1960, BY W. E. B. DUBOIS. Edited by Herbert Aptheker. Amherst: The Univ. of Massachusetts Press, 1973; pp. xii+171. $10.00.

THE CORRESPONDENCE OF W. E. B. DUBOIS: VOLUME I. Edited by Herbert Aptheker. Amherst: The Univ. of Massachusetts Press, 1973; pp. xxv+507. $20.00.

BLACK PROTEST: ISSUES AND TACTICS. By Robert C. Dick. Contributions in American Studies, Number 14. Westport, Conn.: Greenwood Press, 1974; pp. 338. $12.95.

MONTAIGNE'S DECEITS: THE ART OF PERSUASION IN THE ESSAIS. By Margaret McGowan. Philadelphia: Temple Univ. Press, 1974; pp. viii+207. $9.00.

LANGUAGE AND PUBLIC POLICY. Edited by Hugh Rank. Urbana, Ill.: National Council of Teachers of English, 1974; pp. xvi+248. Paper $4.95.

PROBLEMS IN INTELLECTUAL FREEDOM AND CENSORSHIP. By A. J. Anderson. New York and London: R. R. Bowker Company, 1974; pp. xxii+195. $10.95.

LANGUAGE AWARENESS. Edited by Paul Escholz, Alfred Rosa, and Virginia Clark. New York: St. Martin's Press, 1974; pp. xvi+270. Paper $3.95.

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THE RHETORIC OF FILM. By John Harrington. New York: Holt, Rinehart and Winston, Inc., 1973; pp. vii+175. Paper $2.95.

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POPULAR IMAGES of POLITICS: A TAXONOMY By Dan D. Nimmo. Englewood Cliffs, New Jersey: Prentice‐Hall, 1974; pp. iii+184. $7.95; paper $3.50.

ON SOCIETY AND SOCIAL CHANGE. By Karl Marx, with selections by Friedrich Engels. Edited by Neil J. Smelser. Chicago: University of Chicago Press, 1973; pp. xli+ 206. $11.00.

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“三维目标”论

我国义务教育课程标准倡导的三维目标体现了教育思想的进步。三维目标是基础学力的一种具体表述,体现了崭新的学力观,体现了现代学科的内在价值以及学科教学的对话与修炼的本质。课堂教学改革必须从推进三维目标链的教学设计做起,这种变革的核心课题是从教案设计到学案设计的重心转移,从显性学力到隐形学力的重心转移,从个体认知到集体思维的重心转移。三维目标链教学设计的框架有助于我国中小学的学科教学提升到人的学习的高度。