IntroductionofBloomsTaxonomy布鲁姆的教育目标分类.docx

IntroductionofBloomsTaxonomy布鲁姆的教育目标分类.docx

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IntroductionofBloomsTaxonomy布鲁姆的教育目标分类

Introduction

BenjaminBloom（1956）headedagroupofeducationalpsychologistsdevelopaclassificationoflevelsofintellectualbehaviourimportantinlearning（i.e.Bloom’staxonomy）.ThistaxonomywasfurtherdevelopedbyLorinAndersonandhiscolleaguestoanewversionin2001（Bloom’srevisedtaxonomy）.TillnowBloom’staxonomyhasbeenwidelyusedineducation.Specifically,educationalobjectivesofTaxonomyhavebeenadaptedbyeducationaladministrators,teachers,teachereducators,curriculumcoordinators,andassessmentspecialistsacrosstheboard.BecauseofBloom’staxonomy,human’slearningbehaviourisnotabstractbutconcreteandcanbepreciselydelineatedaccordingtodifferentaffective,psychomotor,orcognitivelevels.However,theobjectivesoncognitivedomainaremostcommonlyappliedineducation,andwillbethefocusofthisassignment.

Withtwoaimsofresearching,i.e.whatBloom’staxonomycontributestounderstandingofstudents’learningbehaviourandwhatimplicationsBloom’staxonomycastsonteachingandlearning,thisassignmentisdividedintothreesections.Inthefirstsection,oldandnewversionsofBloom’sTaxonomywillbeintroducedaccompaniedbyacomparisonbetweenthetwo.WethenturntodescribehowTaxonomyfacilitatesteachingandlearningincurriculumdesign,classroominstructions,andassessments,drawinguponlatestresourcesandexamplesfromschoolsoreducationalinstitutes.Inthethirdsection,itwillbepointedoutthatlikeeverytheoryoflearninganddevelopmentBloom’taxonomyhasweaknessesandlimitations.Itisjustonemethodofdescribingandevaluatinghuman’slearningactivities,therebyitissuggestedtobeusedalongwithothereducationalapproachesandwithawarenesstoavoidthesideeffectofitsweaknessesandlimitations.

Bloom’sOriginalTaxonomy

Bloom’sOriginalTaxonomycomesfromtheeffortsofagroupofeducationalpsychologistsgatheredbyBenjaminS.Bloom,thenAssociateDirectoroftheBoardofExaminationsoftheUniversityofChicago,toreducethelaborofannuallyexaminationpreparationbycreatingaframeworktoguidetestitems’designthatcanbesharedacrossAmericanuniversities.Thisframeworkisaclassificationofeducationalobjectives,i.e.whatstudentsareexpectedtobehaveasaresultoflearning.Thepracticeofthisframeworkthenin1956cameuponwiththepublishedBloom’sTaxonomy.

Bloomandhiscolleaguesdividedlearningobjectivesintothreepsychologicaldomainsorareas:

Cognitivedomain,Affectivedomain,andPsychomotordomain,whichsometimesarelooselydescribedasknowing

（orhead）,feeling（orheart）anddoing（orhands）respectively.Specifically,skillsinCognitivedomaininvolveknowledge,comprehension,andcriticalthinking;skillsinAffectivedomaindealwithattitudes,emotion,andfeelings;andskillsinthepsychomotordomainfocusonmanipulative,manualorphysicalbehaviour.Eachdomainisdividedintoseveralcategoriesfromlower-orderskillstohigher-orderskills（seebelowfigure1）.

Figure1:

Bloom'sthreepsychologicaldomains

CognitiveskillsAffectiveskillsPsychomotorskills

However,Bloomisbestknownfortheresearchincognitivedomain.Inthisdomain,cognitiveprocesseswereclassifiedintosixcategories,i.e.Knowledge,Comprehension,Application,Analysis,Synthesis,andEvaluation.Theyarearrangedinacumulativehierarchy,whichmeansthemasteryofsimplethinkingskillsisrequiredpriortothemasteryofcomplexones.Furthermore,eachmaincategorywasbrokenintosubcategoriesexceptApplication.

Withitspreciseclassificationofeducationalobjectives,Bloom’staxonomymakesitpossibleforteachingcontentandprocesstobeformulated.Italsoprovidesaconvenientandobjectivemeasurementforlearningbehaviours,whichishelpfulinenhancingeducationalquality.

Afterhavingbeenputintopracticefor45years,Bloom’staxonomy,however,hasrevealedweaknessesandlimitations,thusin2001,anewgroupofcognitivepsychologists,educationalresearchersandtestingspecialistsledbyBloom’sformerstudentLorinAndersonupdatedthetaxonomytoarevisedversion.Bloom’srevisedtaxonomydrewonrecenteducationalandpsychologicaldevelopmentinthe21stcenturyandmadeitamorecompleteandpracticaleducationalmethod.Detailswillbegiveninthenextsection.

Bloom’srevisedtaxonomy

Therevisedtaxonomywasdevelopedinmuchthesamemannerastheoriginalone.Itretainedthesamenumber（i.e.six）ofcognitiveprocessesandkeptsomeoftheoriginalknowledgesubjects.However,12changeshavebeenmadeinemphasis,structureandterminology,andsomechangesaresignificantandwillbediscussedbelow.

Firstly,withrespecttoemphasis,therevisedtaxonomyaimstoserveawiderangeofteachers,notonlyhighereducationteachers,whoarefo