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1、Effective Face-to-face Tutorials of Online English Learning Lie in Interaction of Affective Domain and Higher Levels of Cognitive Domain of Blooms TaxonomyEffective Face-to-face Tutorials of Online English Learning Lie in Interaction of Affective Domain and Higher Levels of Cognitive Domain of Bloom
2、s Taxonomy 浅谈在线英语学习 Jiali Ding* Jiali Ding, graduated from Xinjiang University with a bachelors degree in the English language and literature in 1984, is now a faculty member in the Foreign Languages Department of Jiangnan University, Wuxi, Jiangsu, P. R. China. She was also a visiting scholar in Au
3、stralia in 2000. She focuses her study on how to activate students curiosity, autonomy, and independence in learning and grasping the target language and published articles including “Ambiguous Phenomena May Be Used Positively In EFL Classes”(1999) , “A Pinch of Salt: Using Etymology to Flavor EFL C
4、lasses” (2003) in TESL Reporter, USA and “Transformation from the language learning to practical use”(1992), “Practicing communication remedy strategy in spoken English classes”(1992) in Journal of Jiangnan University.Email: , ,Tel: 0510-5513221, Postcode:214036 Jiangnan UniversityAbstract: Online E
5、nglish learning as an outcome of the rapid development of the Internet has got a wider and wider market in China. However, problems of varieties have also occurred along its way. People never stop thinking of better strategies either in designing online course wares or tutorials to help smooth the l
6、earning process. My experience as a tutor is that interaction of affective domain and higher levels of cognitive domain of Blooms Taxonomy plays an important role in face-to-face tutorials of online English learning.Keywords: online English learning face-to-face tutorials Blooms Taxonomy of educatio
7、nal objectivesAffective Domain higher levels of Cognitive Domain IntroductionIn 1956 Benjamin Bloom headed a group of psychologists at the University of Chicago who developed a classification of levels of intellectual behavior important in learning. The research group identified three domains of edu
8、cational activities. The three domains are cognitive, affective, and psychomotor which are interrelated and overlapping. “Cognitive is for mental skills, affective is for growth in feelings or emotional areas, while psychomotor is for manual or physical skills” (Clark, 1999). Bloom wanted to change
9、the then American educational system, in which people were focusing on cramming knowledge at the expense of neglecting to cultivate the students creativity. Therefore, Blooms Levels of Critical Thinking and matching verbs were created. These “thinking” categories were among the first efforts to defi
10、ne the word “learning” and began to develop the first educational goals for “creative thinking and problem solving” (http:/www.sacs.k12.in.us/buddy/dridgeb/ schweigert/BBiog.htm). His taxonomy was the outcome of his research on the educational psychological experiments and has become a very popular
11、guideline in educational practice ever since its appearance. Bloom and his research group divided cognitive domain into six hierarchical levels-knowledge: comprehension, application, analysis, synthesis and evaluation, among which knowledge and comprehension are low levels, and knowledge is the lowe
12、st. The then American educational system was focusing on knowledge the lowest level too much, which Bloom and his research group believed as the reason why students were restricted their imagination and creativity. The six hierarchical levels of cognitive domain division has been practiced in teachi
13、ng approaches and training ever since. Thus the students get a creative training while acquiring knowledge. Affective Domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. People once pointed out that “Bl
14、ooms cognitive domain is adaptable to online teaching, however little can be accomplished by teaching affective domain in online learning” (Newton, 1999). It is because many online learning courses do not have face-to-face tutorials. It is also because of the truth that people have tended to emphasi
15、ze cognitive development (Allen, 1993). However, “If the teaching purpose is to change attitudes/behavior, then the instruction should be structured to progress through the levels of the Affective Domain” (Allen, 1993). With the interpretation of the views accounted above, integration of Cognitive D
16、omain and Affective Domain is a faceable and effective way to change attitudes and transmit information and knowledge at the same time, as was explained above; the Three Domains are interrelated and overlapping (In this very article, however, Psychomotor Domain is not included mainly because the features of online English learning cover mostly cognitive and affective ones). English Learning, as all
