An analysis of the assumptions underlying the taxonomy of educational objectives: Cognitive domain

The assumption that the first four cognitive levels of the taxonomy of educational objectives are arranged hierarchically and that this hierarchy is cummulative was evaluated. Mental ability and motivation scores were used to divide 144 high school biology students into six blocks. A 93-frame program in genetics was administered, and at the completion of the program the subjects took a 28-item posttest that had subscores for the cognitive levels of knowledge, comprehension, application, and analysis. Results indicated that no significant differences were found between knowledge and comprehension or application and analysis. A significant difference was found beyond the .0005 level, however, between comprehension and application. These results indicate that the cognitive processes at work at each level of the taxonomy may not be equitable, and that the previously mentioned assumptions are at least questionable.     

关于"教育目的"问题的再认识

“教育目的”涉及教育工作的基本价值取向，有必要对其进行多角度、全方位的再认识，以期形成有关“教育目的”基本理论问题的较系统的思路。     

高等教育体系的完善是教育目标发展变动的过程

高等教育体系的完善是一个复杂的问题,其中教育目标的科学设置对高等教育体系有着定位和导向作用。在高等教育从精英型向大众型教育转变的过程中,人口老龄化的社会发展趋向,高等教育与社会发展互动的关系,对高等教育目标的设置提出了新的要求,所以高等教育目标的设置应更具科学化和富有前瞻性。     

The fourth domain of educational objectives: Induction

This article tests the claim to comprehensiveness of Bloom's taxonomy of educational objectives. Two testing strategies are employed: (1) an analysis of objectives of some orientation programs for entering freshmen, (2) an analysis of educational objectives connected with human developmental tasks. It is concluded that the taxonomy should be enlarged with a fourth domain: actual induction into the tasks for which students are being prepared.     

Examining the comprehensive examination: Meeting educational program objectives

This article describes an alternative to the traditional method of administering the comprehensive examination, logically integrated in criminal justice educational program objectives. First, the traditional method of offering the comprehensive examination is evaluated according to its ability to satisfy the educational program goals of developing critical thinking and communication skills together with knowledge of the discipline. Bloom's Taxonomy is used as the paradigm of evaluation. Based upon the examination of available literature and the actual administration of the traditional comprehensive examination at Virginia Commonwealth University, the conclusion is reached that traditional examinations do not test beyond Bloom's first step, knowledge of terminology. The administration of the take-home comprehensive exam is then analyzed as administered at VCU and is found to better serve the educational program objectives of critical thinking and communication skills together with learning knowledge.     

"教育宗旨"考辨

对民国时期的教育宗旨（含革命根据地教育宗旨）进行了全面系统的考察，这对有关“教育宗旨”、“教育目的”、“教育方针”之类概念的抉择有着重要的意义，并且对这些概念的抉择给予了必要的揭示，因为毕竟这几个概念之间还是有区别的。     

中国教育文物：内涵、分类与收藏

教育文物是教育领域内具有历史价值、科学价值、艺术价值的物质文化遗产.教育文物是教育历史的见证,是教育发展的信息载体.教育文物具有文物的普遍性和自身的特殊性.中国有着分类众多、分布广泛的教育文物资源,孔庙旧址、书院旧址、学校旧址、教育家故居等文物遗存,验证着中国教育史的辉煌.科举文物、重要教育家和重大教育事件文物等需要重视和保护.建设各种主题教育博物馆是保存利用教育文物的有效手段.     

李塨教育目标论

李塨是清初卓越的教育思想家,他力图建立一套健全有效的教育体制。他提出了"明明德亲民以止于至善"的教育目标,并对教育目标的各个条目作出了自己的解释。     

试论孔子教学目标的层次性

运用历史计量学原理,根据<论语>中记载的与教学目标相关词汇的出现次数推论,孔子作为中国古代著名的教育家,在其教学目标的设定上具有明显的层次性:圣人、成人与善人是其理想层次的教学目标,君子是其较高层次的教学目标,士是其较低层次的教学目标.这些不仅在历史上发挥过重要作用,而且迄今仍对设定教学目标具有启迪价值.