introductionof_bloom27s_taxonomy布鲁姆的教育目标分类.pdfVIP

.. .. Introduction Benjamin Bloom (1956) headed a group of educational psychologists develop a classification of levels of intellectual behaviour important in learning (i.e. Bloom’s taxonomy). This taxonomy was further developed by Lorin Anderson and his colleagues to a new version in 2001 (Bloom ’s revised taxonomy). Till now Bloom ’s taxonomy has been widely used in education. Specifically, educational objectives of Taxonomy have been adapted by educational administrators, teachers, teacher educators, curriculum coordinators, and assessment specialists across the board. Because of Bloom’s taxonomy, human’s learning behaviour is not abstract but concrete and can be precisely delineated according to different affective, psychomotor, or cognitive levels. However, the objectives on cognitive domain are most commonly applied in education, and will be the focus of this assignment. With two aims of researching, i.e. what Bloom’s taxonomy contributes to understanding of students ’ learning behaviour and what implications Bloom ’s taxonomy casts on teaching and learning, this assignment is divided into three sections. In the first section, old and new versions of Bloom ’s Taxonomy will be introduced accompanied by a comparison between the two. Wethen turn to describe how Taxonomy facilitates teaching and learning in curriculum design, classroom instructions, and assessments, drawing upon lates