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1、Blooms-TaxonomyBlooms-TaxonomyBenjamin Bloomn nIn1956,BenjaminBloomheadedagroupofIn1956,BenjaminBloomheadedagroupofeducationalpsychologistsattheUniversityeducationalpsychologistsattheUniversityofChicagoofChicagon nThisgroupdevelopedaclassificationofThisgroupdevelopedaclassificationoflevelsofthinking
2、behaviorsthoughttobelevelsofthinkingbehaviorsthoughttobeimportantintheprocessesoflearning.importantintheprocessesoflearning.n nTheassumption:abilitiescanbemeasuredTheassumption:abilitiescanbemeasuredalongacontinuumfromplainandsimpletoalongacontinuumfromplainandsimpletorathercomplex.rathercomplex.Blo
3、oms Taxonomyn nEachsubsequentEachsubsequentlevelinthelevelinthetaxonomyistaxonomyisdependantononesdependantononesabilitytoperformatabilitytoperformatthelevelorlevelsthelevelorlevelsthatprecedeit.thatprecedeit.Blooms Taxonomyn nBloomsworknotonlyservedtodefinewhatlearninghadbeenachieved,itcouldalsobeu
4、sedtospecifythelearningdesiredinanobjective.Blooms Taxonomyn nKnowledgen nComprehensionn nApplicationn nAnalysisn nSynthesisn nEvaluationKnowledgen nKnowledgelevellearning(akamemorylevel)requiresapersontoexhibitpreviouslylearnedmaterialbyrecallingfacts,terms,basicconceptsandanswers.n nTwolevelsofKno
5、wledge:SimpleKnowledgeSimpleKnowledgeKnowledgeofProcessKnowledgeofProcessKnowledgen nSimpleKnowledge:thecontenttoberememberedinvolvesnomorethanasingleresponsetoaparticularstimulus.n nExample:WhatisthecapitalofAustralia?WhatisthecapitalofAustralia?Knowledgen nKnowledgeofProcess:thecontenttoberemember
6、edisasequenceofsteps.n nExample:ListthestepsusedtodeterminetheListthestepsusedtodeterminethestandarddeviationfromagivensetofstandarddeviationfromagivensetofscores.scores.Comprehensionn nComprehension-demonstratingunderstandingoffactsandideasbyorganizing,comparing,translating,interpreting,givingdescr
7、iptionsandstatingmainideas.ComprehensionComprehensionComprehension1+1=2Applicationn nSolvingproblemsbyapplyingacquiredknowledge,facts,techniquesandrulesinagivensituationorinadifferentway.Applicationn nExample:Fromobservingsymptomsofapersonindistress,studentsdeterminewhetherornotcardiopulmonaryresusc
8、itation(CPR)shouldbeinitiated.Applicationn nDonotconfuseapplicationwithknowledgeofprocess:StudentsdemonstrateappropriateStudentsdemonstrateappropriateproceduresforadministeringCPRtoaproceduresforadministeringCPRtoaperson.person.Analysisn nExaminingandbreakinginformationintopartsbyidentifyingmotiveso
9、rcauses;makinginferencesandfindingevidencetosupportgeneralizations.Analysisn nExample:Isapigeonareptile,mammal,oravian?Synthesisn nCompilinginformationtogetherinadifferentCompilinginformationtogetherinadifferentwaybycombiningelementsinanewpatternwaybycombiningelementsinanewpatternorproposingalternat
10、ivesolutions.orproposingalternativesolutions.“True genius is the ability to recognize the “True genius is the ability to recognize the similarities in apparently dissimilar sets, and similarities in apparently dissimilar sets, and the dissimilarities in apparently similar sets.”the dissimilarities i
11、n apparently similar sets.”Synthesisn33=3x3x3=27n32=3x3=9n31=3=3n30=?SynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisEvaluationn nPresentinganddefendingopinionsbymakingjudgmentsaboutinfo
12、rmation,validityofideasorqualityofworkbasedonasetofcriteria.Example:Proveordisprovethefollowingstatement:“Anynumberdividedbyzeroiszero”Blooms Taxonomyn nStudentswillstatethePythagoreanTheorem(cognitive,simpleknowledge).a2+b2=c2Blooms Taxonomyn nGiventwosidesofarighttriangle,studentsusethePythagorean
13、Theoremtocalculatethelengthofthethirdside(cognitive,knowledgeofprocess).68CBlooms Taxonomyn nStudentsproperlyusethePythagoreanStudentsproperlyusethePythagoreanTheoremtosolveproblems(cognitive,Theoremtosolveproblems(cognitive,application).application).n n“Whatistheheightoftheschoolsflag“Whatistheheig
14、htoftheschoolsflagpole?”pole?”n n“Isthecorneroftheroomsquare?”“Isthecorneroftheroomsquare?”n n“Howmanygallonsofpaintareneededto“Howmanygallonsofpaintareneededtopaintthewallsofthisroom?”paintthewallsofthisroom?”Blooms Taxonomyn nStudentsrecognizethePythagoreanStudentsrecognizethePythagoreanTheoreminv
15、ariousforms(cognitive,Theoreminvariousforms(cognitive,analysis).analysis).n nWhatistherelationshipofthePythagoreanWhatistherelationshipofthePythagoreanTheoremtothefollowingtwoequations?Theoremtothefollowingtwoequations?sinsin2 2+cos+cos2 2=1=1Blooms Taxonomyn nDemonstrateamathematicalproofofthePytha
16、goreanTheorem(cognitive,evaluation).Blooms Taxonomyn nGoal:studentswillbeabletomultiplySimpleKnowledge:3x6=18SimpleKnowledge:3x6=18Comprehension:Comprehension:3x6=6+6+6=3+3+3+3+3+3=183x6=6+6+6=3+3+3+3+3+3=18Blooms Taxonomyn nGoal:studentswillbeabletomultiplyApplication:YouandyourfriendsAmy,Applicati
17、on:YouandyourfriendsAmy,Ed,Jill,Pat,andBobwanttogototheEd,Jill,Pat,andBobwanttogotothemovie.Ifticketscost$3each,howmuchmovie.Ifticketscost$3each,howmuchmoneywillthegroupneedtopayforthemoneywillthegroupneedtopayforthemovie?movie?Blooms Taxonomyn nGoal:studentswillGoal:studentswillbeabletomultiplybeab
18、letomultiply Analysis:Analysis:Blooms Taxonomyn nGoal:studentswillGoal:studentswillbeabletomultiplybeabletomultiply Synthesis:DoestheSynthesis:Doestheillustrationillustrationdemonstratethatdemonstratethat3x6=18?3x6=18?1 12 23 31 12 23 34 45 56 6Blooms Taxonomyn nGoal:studentswillbeabletomultiplyGoal
19、:studentswillbeabletomultiply EvaluationEvaluationHereisanexampleofastudentsresponsestoaHereisanexampleofastudentsresponsestoaworksheet.worksheet.1.271.272.382.383.143.144.564.56_x6_x6_x8_x8_x2_x2_x5_x5_ 362362 724724 28 28 400 400DescribetheerrorintheprocessthatthestudentDescribetheerrorintheprocessthatthestudentappearstohaveusedinordertoreachhis/heranswers.appearstohaveusedinordertoreachhis/heranswers.结束结束
