教育目标分类理论探讨—认知领域

罗黎辉

教育目标分类理论探讨—认知领域

罗黎辉

华东师大教育系研究生

*本文系硕士学位论文; 导师为张家祥副教授。在论文写作过程中承蒙瞿葆奎、邵瑞珍教授的热情指导。
① cf.Bloom, B.S. et al, "Taxonomy of Educational Objectives; The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956.
② cf, Krathwohl, D. R.et al, “Taxonomy of Educational Objectives; The Classification of Educational Goals, Handbook II, Affective Domain', 1964.
③ cf. Guilford, J. P., "The Nature of Human Intelligence", 1967.
④ cf.Hunt, & D. Sulli van, E, , “Between Psychology and Education", 1974.
⑤ cf.Gagne, R. M., "Instruction Based on Research in Learning", Engineering Education, 1971, Vol, 61 P.519-23. cf.Gagne, R. M., “Behavioral Objectives? Yes!”, in Thomas B. Roberts, “Four Psychologies Applied to Education; Freudian. Behavioral. Humanistic·Transpersonal", 1975, P. 205-208.cf. Gagne, R. M., “Essentials of Learning for Instruction", 1974.cf. Gagne, R. M., "Learning Hierarchies", in Clarizio, H. F. et al. "Contemporary Issues in Educaitonal Psychology", 1974.cf.Gagne, R. M., "Learning Outcomes and Their Effects", American Psycbologist, 1984, No. 4.cf. Gagne R. M., “The Conditions of Learning”, 1965 & 1977.参见加涅著，吴棠译《教学方法的学习基础》，《教育心理学》全国统编教材编写组编:《教育心理学参考资料选辑》1982年版，第122-135页。
⑥ cf. Merril, M.D., "Necessary Psychological Conditions for Defining Instructional outcomes", in Merrill, M.D. (Ed.) "Instructional Design", 1977.
⑦ cf. Simpson, E., "The Classification of Educational Objectives, Psychomotor Domain", 1966.
⑧ cf, Harrow, A.J., “A Taxonomy of the Psychomotor Domain"
①Bloom, B.S.et al, "Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, .P.28,.
②Bloom, B.S.et al, "Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, .P.201-203.
①Bloom, B, S, et al, “Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain'.，1956，PP.38，39, 204-207.
②Bloom, B, S, et al, “Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain'.，1956，PP.38，39, 204-207.
③Bloom, B, S, et al, “Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain'.，1956，PP.38，39, 204-207.
④Bloom, B, S, et al, “Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain'.，1956，PP.38，39, 204-207.
①Bloom, B.S.et al, "Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, P. 18、15.
②Bloom, B.S.et al, "Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, P. 18、15.
③Bloom, B.S.et al, "Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, P. 18、15.
① Knapper, C. K., "Evaluating Instructional Technology, "1980, P.71.
② Hill, P.W., "Testing Hierarchy in Educational Taxonomies:A Theoretical and Empirical Investigation", Evaluation in Education: An International Review Series, 1984，Vo1.8，No.3, P.181.
③ Gagne, R. M, “Behavioral Objectives? Yes!", in Roberts, T.B., “Four Psychologies Applied to Education: Freudian. Behavioral. Humanistic. Transpersonal", 1975, P.206.
①加涅著, 吴棠译:《教学方法的学习基础》，第131页。
②[美]比格(Bigge, M, L.)著，张敷荣等译:《学习的基本理论与教学实践》，1983年版，第208页。
③加涅著, 吴棠译:《教学方法的学习基础》，第132页。
④Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.
⑤Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.
⑥Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.
⑦Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.
⑧Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.
⑨ Gagne, R, M, , "The Conditions of Learning", 1977, P.31。
⑩加涅著, 吴棠译:《教学方法的学习基础》，第133页。
① cf.Gagne, R. M., "Instructional Programs", in Marx, M.H. & Bunch, M.E.(Eds), "Foundation and Applications of Learning”, 1977，P, 418.
② Gagne, R.M, , “The Conditions of Learning", 1970, P.3.
③ Gagne, R.M., "Learoing Outcome and Their Effects", Ametican Psychologist, Vol.39，No, 4, 1984, P.92。
④加涅著，吴棠译:《教学方法的学习基础》，1982年版，第129页。
⑤Gagne, R.M. & Briggs, L.J, "Prjociples of Instructional Design", 1979，P.157.
⑥Gagne, R.M. & Briggs, L.J, "Prjociples of Instructional Design", 1979，P.157.
⑦ 编码，加涅用来指学习者把短时记忆中的信息转入长时记忆时对信息的编制。
⑧加涅著，吴棠译:《教学方法的学习基础》，1982年版，第131页。
① 加涅著，昊棠译:《教学方法的学习基础》1982年版，第131页。
② Hill, P.W., "Testing Hierarchy in Educational Taxonomiest A Theoretical and Empitical Investigation, ”Evaluation in Education; An lnternational Review Series, 1984，Vol.8., No.3, P.184.
③ 希尔加德和鲍尔著，邵瑞珍译:《教学论》，《教育心理学》全国统编教材编写组编《教育心理学参考资料选辑》, 1982年版，第104页。
① 根据加涅和布里格斯(Briggs, L.J.)《教学设计的原理》，1974年版，第85页表格改编。
②[英]G.R.克罗斯著，吴庆麟译:《动机》，《教育心理学》全国统编教材编写组编:《教育心理学参考资料选辑》1982年版，第159页。
①cf. Merrill, M.D., Necessary Psychological Conditions for Defining Lastructional OutComes, P, 38.
②cf. Merrill, M.D., Necessary Psychological Conditions for Defining Lastructional OutComes, P, 38.
③ Bloom, B.S., "Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956，P.16.
④ Landsheere, V.D., On Defining Educationa1 Objectives", in Evaluatioin in Education, 1979, Volume 1. P, 119.
① 即教学目的。我们所讲的“教学目的"在西欧北美国家称“教育目标”, 为了本文统一起见，笔者一律用“教育目标"。
① Sanders, N, M, ，“Classroom Questionst What Kinds, in Biehler, R.F.，"Psychology Applied to P.396.Teaching"，1972.P.396.
② cf. Landsheere, V.D.，“On Defining Educational On jectives”in Evaluation in Educartion, 1979, Vol.1, P.108.
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出版历程

摘要

注释:

1) *本文系硕士学位论文; 导师为张家祥副教授。在论文写作过程中承蒙瞿葆奎、邵瑞珍教授的热情指导。

2) ① cf.Bloom, B.S. et al, "Taxonomy of Educational Objectives; The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956.

3) ② cf, Krathwohl, D. R.et al, “Taxonomy of Educational Objectives; The Classification of Educational Goals, Handbook II, Affective Domain', 1964.

4) ③ cf. Guilford, J. P., "The Nature of Human Intelligence", 1967.

5) ④ cf.Hunt, & D. Sulli van, E, , “Between Psychology and Education", 1974.

6) ⑤ cf.Gagne, R. M., "Instruction Based on Research in Learning", Engineering Education, 1971, Vol, 61 P.519-23. cf.Gagne, R. M., “Behavioral Objectives? Yes!”, in Thomas B. Roberts, “Four Psychologies Applied to Education; Freudian. Behavioral. Humanistic·Transpersonal", 1975, P. 205-208.cf. Gagne, R. M., “Essentials of Learning for Instruction", 1974.cf. Gagne, R. M., "Learning Hierarchies", in Clarizio, H. F. et al. "Contemporary Issues in Educaitonal Psychology", 1974.cf.Gagne, R. M., "Learning Outcomes and Their Effects", American Psycbologist, 1984, No. 4.cf. Gagne R. M., “The Conditions of Learning”, 1965 & 1977.参见加涅著，吴棠译《教学方法的学习基础》，《教育心理学》全国统编教材编写组编:《教育心理学参考资料选辑》1982年版，第122-135页。

7) ⑥ cf. Merril, M.D., "Necessary Psychological Conditions for Defining Instructional outcomes", in Merrill, M.D. (Ed.) "Instructional Design", 1977.

8) ⑦ cf. Simpson, E., "The Classification of Educational Objectives, Psychomotor Domain", 1966.

9) ⑧ cf, Harrow, A.J., “A Taxonomy of the Psychomotor Domain"

10) ①Bloom, B.S.et al, "Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, .P.28,.

11) ②Bloom, B.S.et al, "Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, .P.201-203.

12) ①Bloom, B, S, et al, “Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain'.，1956，PP.38，39, 204-207.

13) ②Bloom, B, S, et al, “Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain'.，1956，PP.38，39, 204-207.

14) ③Bloom, B, S, et al, “Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain'.，1956，PP.38，39, 204-207.

15) ④Bloom, B, S, et al, “Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I, Cognitive Domain'.，1956，PP.38，39, 204-207.

16) ①Bloom, B.S.et al, "Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, P. 18、15.

17) ②Bloom, B.S.et al, "Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, P. 18、15.

18) ③Bloom, B.S.et al, "Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956, P. 18、15.

19) ① Knapper, C. K., "Evaluating Instructional Technology, "1980, P.71.

20) ② Hill, P.W., "Testing Hierarchy in Educational Taxonomies:A Theoretical and Empirical Investigation", Evaluation in Education: An International Review Series, 1984，Vo1.8，No.3, P.181.

21) ③ Gagne, R. M, “Behavioral Objectives? Yes!", in Roberts, T.B., “Four Psychologies Applied to Education: Freudian. Behavioral. Humanistic. Transpersonal", 1975, P.206.

22) ①加涅著, 吴棠译:《教学方法的学习基础》，第131页。

23) ②[美]比格(Bigge, M, L.)著，张敷荣等译:《学习的基本理论与教学实践》，1983年版，第208页。

24) ③加涅著, 吴棠译:《教学方法的学习基础》，第132页。

25) ④Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.

26) ⑤Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.

27) ⑥Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.

28) ⑦Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.

29) ⑧Gagne, R.M, , "Essentials of Learning for lnstruction", expanded edition, 1975，PP.57、58、60、58、60、60.

30) ⑨ Gagne, R, M, , "The Conditions of Learning", 1977, P.31。

31) ⑩加涅著, 吴棠译:《教学方法的学习基础》，第133页。

32) ① cf.Gagne, R. M., "Instructional Programs", in Marx, M.H. & Bunch, M.E.(Eds), "Foundation and Applications of Learning”, 1977，P, 418.

33) ② Gagne, R.M, , “The Conditions of Learning", 1970, P.3.

34) ③ Gagne, R.M., "Learoing Outcome and Their Effects", Ametican Psychologist, Vol.39，No, 4, 1984, P.92。

35) ④加涅著，吴棠译:《教学方法的学习基础》，1982年版，第129页。

36) ⑤Gagne, R.M. & Briggs, L.J, "Prjociples of Instructional Design", 1979，P.157.

37) ⑥Gagne, R.M. & Briggs, L.J, "Prjociples of Instructional Design", 1979，P.157.

38) ⑦ 编码，加涅用来指学习者把短时记忆中的信息转入长时记忆时对信息的编制。

39) ⑧加涅著，吴棠译:《教学方法的学习基础》，1982年版，第131页。

40) ① 加涅著，昊棠译:《教学方法的学习基础》1982年版，第131页。

41) ② Hill, P.W., "Testing Hierarchy in Educational Taxonomiest A Theoretical and Empitical Investigation, ”Evaluation in Education; An lnternational Review Series, 1984，Vol.8., No.3, P.184.

42) ③ 希尔加德和鲍尔著，邵瑞珍译:《教学论》，《教育心理学》全国统编教材编写组编《教育心理学参考资料选辑》, 1982年版，第104页。

43) ① 根据加涅和布里格斯(Briggs, L.J.)《教学设计的原理》，1974年版，第85页表格改编。

44) ②[英]G.R.克罗斯著，吴庆麟译:《动机》，《教育心理学》全国统编教材编写组编:《教育心理学参考资料选辑》1982年版，第159页。

45) ①cf. Merrill, M.D., Necessary Psychological Conditions for Defining Lastructional OutComes, P, 38.

46) ②cf. Merrill, M.D., Necessary Psychological Conditions for Defining Lastructional OutComes, P, 38.

47) ③ Bloom, B.S., "Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain", 1956，P.16.

48) ④ Landsheere, V.D., On Defining Educationa1 Objectives", in Evaluatioin in Education, 1979, Volume 1. P, 119.

49) ① 即教学目的。我们所讲的“教学目的"在西欧北美国家称“教育目标”, 为了本文统一起见，笔者一律用“教育目标"。

50) ① Sanders, N, M, ，“Classroom Questionst What Kinds, in Biehler, R.F.，"Psychology Applied to P.396.Teaching"，1972.P.396.

51) ② cf. Landsheere, V.D.，“On Defining Educational On jectives”in Evaluation in Educartion, 1979, Vol.1, P.108.