| 布鲁姆教育目标分类的新发展 |
| |
| 引用本文： | 常经营,兰伟彬. 布鲁姆教育目标分类的新发展[J]. 南阳师范学院学报, 2008, 7(5): 84-86 |
| |
| 作者姓名： | 常经营 兰伟彬 |
| |
| 作者单位： | 宁波大学,教育学院,宁波,315211 |
| |
| 摘 要： | 修订的布鲁姆教育目标设计在原有认知纬度的基础上增加了知识分类纬度,成为两维教学目标设计。该纬度将知识分为四类：事实性知识,概念知识,程序性知识,元认知知识。
|
| 关 键 词： | 知识分类 事实性知识 概念知识 程序性知识 元认知知识 |
| 文章编号： | 1671-6132(2008)05-0084-03 |
| 修稿时间： | 2007-11-16 |
New Development of Bloom's Taxonomy of Educational Objectives |
| |
| CHANG Jing-ying,LAN Wei-bin. New Development of Bloom's Taxonomy of Educational Objectives[J]. Journal of Nanyang Teachers College, 2008, 7(5): 84-86 |
| |
| Authors: | CHANG Jing-ying LAN Wei-bin |
| |
| Affiliation: | (Education Science School, Ningbo University, Ningbo, Zhejiang 315211, China) |
| |
| Abstract: | On the basis of the original conceptual taxonomy, the knowledge taxonomy is added to Bloom＇s revised educational objectives, as result of which it becomes two-dimensional. There are four-type-knowledge in the new taxonomy, including factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. |
| |
| Keywords: | knowledge taxonomy factual knowledge conceptual knowledge procedural knowledge metacognitive knowledge |
| 本文献已被 维普 万方数据 等数据库收录！ |
|
