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1、本杰明本杰明布鲁姆布鲁姆Benjamin Samuel Bloom小组成员:崔钰佳 唐晓林 王彦萍 亓美玲 杨御仿 赵玉生 BenjaminSamuelBloomBenjaminSamuelBloomBenjaminSamuelBloom(February21,1913September13,1999)wasanAmericaneducationalpsychologistwhomadecontributionstotheclassificationofeducationalobjectivesandtothetheoryofmastery-learning.塞塞缪尔本杰明布本杰明布鲁姆姆(1
2、913年2月21日-1999年9月13日)是美国教育心理学家,主要贡献是教育目标的分类和掌握学习理论。ImportantworksofImportantworksofBenjaminSamuelBloomBenjaminSamuelBloomStability and change in human nature人类特性的稳定性与改变Taxonomy of educational objectives教育目标分类学Introduction to master the learning theory掌握学习理论导言TheAchievementsofTheAchievementsofBenjami
3、nSamuelBloomBenjaminSamuelBloomTaxonomy of Educational Objectives教育目标分类(系统学说)Mastery Learning掌握学习”的学校教学理论Studies in early childhood对幼儿教育的研究BenjaminBloomsTaxonomyofBenjaminBloomsTaxonomyofEducationalObjectivesEducationalObjectivesSixlevelsoflearningaccordingtoBloometalThe levels are thought to build
4、on one another. The six levels in the figure pertain to thinking, the so-called cognitive domain. Here they are:BenjaminBloomsTaxonomyofBenjaminBloomsTaxonomyofEducationalObjectivesEducationalObjectivesSixlevelsoflearningaccordingtoBloometalThe levels are thought to build on one another. The six lev
5、els in the figure pertain to thinking, the so-called cognitive domain. Here they are:Knowledge-of(basedonrecall)BenjaminBloomsTaxonomyofBenjaminBloomsTaxonomyofEducationalObjectivesEducationalObjectivesSixlevelsoflearningaccordingtoBloometalThe levels are thought to build on one another. The six lev
6、els in the figure pertain to thinking, the so-called cognitive domain. Here they are:Comprehension (grasp)BenjaminBloomsTaxonomyofBenjaminBloomsTaxonomyofEducationalObjectivesEducationalObjectivesSixlevelsoflearningaccordingtoBloometalThe levels are thought to build on one another. The six levels in
7、 the figure pertain to thinking, the so-called cognitive domain. Here they are:Evaluation (judging worth etc.)KnowledgeComprehensionApplicationAnalysisSynthesis Evaluation Classification of educational objectivesKnowledgeKnowledge 知识知识Knowledge or recall of data, expresses the natural urge to recall
8、 previously learned material. So knowledge, or being told, can be a foundation for very much learning. It provides a basis for higher levels of thinking, but is rote in nature. Insight rides on top of it. ComprehensionComprehension 理解理解Comprehension, the ability to grasp meaning, explain, restate id
9、eas, means understanding the basic information and translating, interpreting, and extrapolating it. ApplicationApplication 应用应用Application, or using learned material in new situations, involves using information, ideas, and skills to solve problems, then selecting and applying them appropriately. An
10、alysisAnalysis分析分析Analysis suggests separating items, or separate material into component parts and show relationships between parts. It also means breaking apart information and ideas into their component parts. SynthesisSynthesis综合综合Synthesis suggests the ability to put together separate ideas to
11、form new wholes of a fabric, or establish new relationships. Synthesis involves putting together ideas and knowledge in a new and unique form. This is where innovations truly take place. EvaluationEvaluation评价评价Evaluation is the highest level in this arrangement. Here the ability to judge the worth
12、of material against stated criteria will show itself. Evaluation involves reviewing and asserting evidence, facts, and ideas, then making appropriate statements and judegments.What is called Mastery Learning, ML, was initiated in 1963 by John B. Carroll. Mastery learning is fit for both individual s
13、tudy and group study, provided that realistic standards be developed, as Bloom suggests. His model, using group instructional techniques, varies both instruction and time to meet individual needs.MasterylearningMasterylearningMasterylearningClearly specifying what is to be learned and how it will be
14、 evaluated; Allowing students to learn at their own pace; Assessing student progress and also providing appropriate feedback or remediation; Thevitalelementsofmasterylearningare:布布鲁姆建姆建议,在新学期伊始,在新学期伊始,进行关于学行关于学习要点、基本事要点、基本事实、技能以及、技能以及观念的先期念的先期测试和温和温习对以后的成功很有必要。以后的成功很有必要。 Bloom suggests a pre-test an
15、d review at the beginning of a semester of the essential, basic facts, skills, concepts that are necessary to later success. And at the end of an instructional unit - every two weeks - a test to find out what has been learned and not been learned may work well, and next remedy errors and blanks - wh
16、atever - by reteaching in order to foster or ensure excellence, at best, after a diagnostic tests. 并且,在一个教育并且,在一个教育阶段完段完结时(大(大约是每两是每两个周一个教育个周一个教育阶段)就需要段)就需要进行一次小行一次小测验,这次次测验对了解学生了解学生对知知识的掌握情况很有效。此的掌握情况很有效。此外,小外,小测验过后通后通过老老师的二次教学可以及的二次教学可以及时纠正正错误、填、填补知知识空白,以此鼓励学生学空白,以此鼓励学生学习,并,并能保能保证学生在此后的学生在此后的阶段性段性
17、测验中取得出色表中取得出色表现。For it helps to know exactly what to do to correct non-mastered points of difficulty. In such ways every student may end up with an A if they master the material.因因为这种方法可以种方法可以让你准确的改正知你准确的改正知识难点中点中学生不熟学生不熟练的部分。(他相信)如果学生能的部分。(他相信)如果学生能够掌握掌握这种技巧,每个人都可以得到理想的种技巧,每个人都可以得到理想的(”A“)成)成绩。)。)I
18、ncreasedstudentself-assuranceReducedcompetitionandencouragedcooperationamongstudents;thatis,studentswereenabledtohelponeanotherAssessmentsaslearningtoolsratherthanofficialgradesSecondchanceatsuccessforstudentsSome of the effects of mastery learning He argued that human performance was often a reflec
19、tion of social privilege and social class.(他认为人为绩效是社会特权和社会阶级的反射)Children who enjoyed the benefits of habits, attitudes, linguistic skills, and cognitive abilities available to the more privileged members of society were likely to do well at school.(那些懂得怎样享受从良好习惯、端正态度、语言交谈技巧以及可以对社会中享有特权人士应用的认知能力所带来的益
20、处的孩子,往往在学校中表现的也很出色。)Studies in early childhoodStudies in early childhoodBloomshowedthatmanyphysicalandmentalcharacteristicsofadultscanbepredictedthroughtestingdonewhiletheyarestillchildren.(布(布鲁姆姆认为青少年很多身体和精神青少年很多身体和精神上的特征在孩童年代通上的特征在孩童年代通过测试是可以以是可以以预测的)的)Healsofoundthatearlyexperiencesinthehomehavea
21、greatimpactonlaterlearning.(他也(他也发现在家中在家中获得的早期得的早期经验对以后的学以后的学习生涯有重要影响)生涯有重要影响)Bloom summarized his work in a 1980 book titled, All Our Children Learning, which showed from evidence gathered in the United States and abroad that virtually all children can learn at a high level when appropriate practices are undertaken in the home and school. 布鲁姆在1980年出版的书我们的所有儿童都能学习中总结了自己的教育工作,这本书通过在美国及国外收集的众多例证说明了,事实上,无论孩子在家还是学校,都能接收到适当的教育,那么他们皆可以在一个较高的水平上学习。Thank you!