【作者】 屈程；

【导师】 庞维国；

【作者基本信息】 华东师范大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 澄清知识与能力以及如何处理二者的关系,是课程改革与开发中的核心问题之一。我国新一轮课程改革提出“知识与技能”、“过程与方法”和“情感态度与价值”三维目标分类之后,人们对这一问题的认识并没有明显改善。如何利用广义上的知识和技能的教学发展学生的能力,成为困扰我国中小学教育理论与实践的一个难题。布卢姆认知教育目标分类学修订版从知识和认知过程两个维度处理教育目标问题,为我们处理知识与能力问题在操作层面提供了一个范例,对我国的教育理论与实践具有很好的指导意义。本研究以布卢姆认知教育目标分类学修订版为理论基础,以小学数学课程为切入点,在理论上试图澄清数学课程的教育目标问题,在实践上尝试以修订版分类学指导课堂教学实践,在实践中验证和发展该理论。本研究包括两部分。第一部分以布卢姆教育目标分类学修订版为基础,对《数学课程标准》(简称《数标》)进行解读与分析,对《数标》中的“三维目标”、整体目标进行剖析,澄清其中存在的问题并提出了相应的改进建议。同时,从修订版的知识维度和认知过程维度对小学阶段的学段具体目标(或称内容标准)进行解读与转化,一方面明确内容标准的具体含义,另一方面分析小学阶段数学教学目标的层次,探明小学阶段数学教学目标的整体分布状况。第二部分为实验研究。通过教学对比实验,比较接受布卢姆教育目标分类学修订版思想指导的教学与常规教学在教学效果上的差异,以此验证新分类的实践效果。结果表明:1)接受新分类思想指导的教学与常规教学的教学效果存在着显著差异;2)接受新分类思想指导的教学与常规教学在目标、教学活动、评估以及一致性四方面存在着差异。接受新分类思想指导的教学在目标上更为清晰,更为准确,对教学的指导性更强;接受新分类思想指导的教学在教学活动的创设上,更具针对性,目标达成的层次更深,学生主动、有意义的学习成分更多;接受新分类思想指导的教学在评估上更具自觉意识,能够很好地将形成性评估与总结性评估结合起来,使评估更准确;接受新分类思想指导的教学具有更高的一致性。更多还原

【Abstract】 The nature of knowledge and skill and their relationship are fundamental issues which should be classified during the curriculum reforms and development. However, Three Dimensional Objectives Taxonomy proposed during the new curriculum reforms, which consisted of knowledge and skill, process and method, affection and attitude, does less help for classifying the issues. Actually, they become seroius problems embarrassing the theorists and practitioners in middle and elementary school. Specifying the educational objectives from the knowledge dimension and the cognitive process dimension, the revised Bloom’s taxonomy provides us a specific, useful and practical framework to deal with the teaching of knowledge and skills.Based on the revised Bloom’s taxonomy, this study is to address the theoretic problem of educational objectives in mathematics curriculum, and the application of the new taxonomy to mathematics teaching.This research includes two parts. In the first part, the Mathematic Curriculum Standards (MCS) was analyzed from the new taxonomy’s perspective. The Tree Dimension objectives and global objectives of MCS are dignosed separately. And the correspondent suggestions are provided. On the other hand, based on the two dimensions of the revised Bloom’s taxonomy, the implication of the each standard appeared in MCS is discussed for the primary teaching practice.In the second part, an experiment was conducted to investigate the use of the revised Bloom’s taxonomy. The strength was highlighted by comparing the differences between the experimental group and the controlled group. The results show that: 1) there is significant difference in the instructional effects between the two groups; 2) there are many differences in the aspects of quality of the objectives, learning activities, assessment and their alignment between the two groups. The revised taxonomy can enhance the clarity and accuracy of objectives so that instruction can benefit more from the objectives. It also helps the teachers design more objective-based learning activities and helps students involved in a deeper and more meaningful learning. What’s more, the instructors’ ability to combine the formative evaluation and summative evaluation and their awareness of assessment are enhanced, showing a better coordination among the objectives, learning activities and assessment.更多还原