| 对布卢姆掌握学习理论的再认识 |
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| 引用本文： | 张春玲.对布卢姆掌握学习理论的再认识[J].洛阳师范学院学报,2001,20(1):80-82. |
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| 作者姓名： | 张春玲 |
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| 作者单位： | 洛阳师范学院师范教育教研室, |
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| 摘 要： | :布卢姆在 60年代提出了掌握学习理论 ,其中心思想是 :只要提供最佳的教学并给以足够的学习时间 ,多数学生能获得良好的学习成绩。掌握性学习必须树立新的学生观 ,并采取一系列掌握学习程序。今天 ,在实施素质教育时 ,重新审视和借鉴布卢姆的这一理论 ,在理论和实践两个层面上都具有重要的现实意义
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| 关 键 词： | 掌握学习 学生观 矫正———反馈系统 差生 |
| 文章编号： | 1009-4970(2001)01-0080-03 |
| 修稿时间： | 2000年3月11日 |
The Recognition to B |
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| ZHANG Chun-ling.The Recognition to B[J].Journal of Luoyang Teachers College,2001,20(1):80-82. |
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| Authors: | ZHANG Chun-ling |
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| Abstract: | B * S * Bloom put forward the theory of master y le arning in the 1960s. Its central idea is that most students can obtain good acad emic records on condition that they are provided with the best teaching and suff icient study time. Mastery learning must set up new student viewpoints and adopt a series of mastery learning programs. Today, when quality education is being p ut into effect, it is of great realistic significance both in theory and practic e to look closely at Bloom’s theory again and use it for reference. |
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| Keywords: | mastery learning student viewpoint correction-feedback system inferior students |
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