摘要
教育的理性思辨始于"人为什么要教育",而课程诞生于人们对"学生学会了什么"的科学解释。清晰地界定"学生学会了什么"有多种方法,基于布卢姆及其追随者的教育目标分类学,提出了新的分类设想,即指向学生习得结果的三类目标,指向意义形成的三阶目标以及指向教学实践的三维目标,教师清晰地陈述教学目标的路径是,以三类目标定位,以三阶目标立意,以三维目标叙写。
The rational speculation of education is originated from discussing the topic that ＂why people need education＂, while the genesis of curriculum is born from the scientific explanation that ＂what students have learnt＂. There are a variety of methods to clearly clarify the topic that ＂what students have learnt＂. On the basis of the examination of the Taxonomy of Educational Ohjectives created by B. Bloom and his disciples, a new supposition on the taxonomy of objectives is proposed, that is, three types of objectives in terms of students＇ learning outcomes, three steps of objectives in terms of the formation of meaning and three dimensions of objectives in terms of instructional practices. Teachers can state the instructional objectives explicitly by orienting the learning outcomes, deciding the learning process and writing from three dimensions.
出处
《教育研究》
CSSCI
北大核心
2013年第7期98-104,共7页
Educational Research
基金
教育部人文社会科学重点研究基地重大项目"义务教育阶段学校课程实施过程质量评估的理论和技术研究"(项目编号:7964102A)的研究成果之一
关键词
教学目标
三维目标
教育目标分类学
instructional objectives
Three-dimensional Object
the Taxonomy of Educational Objectives
