运用Bloom与Krathwohl分类法制定教育目标
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"这篇论文探讨了使用Bloom和Krathwohl的分类法来编写教育目标的方法。Bloom和Krathwohl的分类法是一种认知领域的教育目标分类系统，它将学习目标分为不同的层次，有助于教师更精确地表述教学目标，并便于评估教育项目的效果。论文的作者包括来自南加州大学的Newton S. Metfessel和William B. Michael，以及System Development Corporation的Donald A. Kirsner。在过去的六到八年里，人们越来越重视用行为术语来陈述教育目标，这既有利于教育项目的评估，也有助于提高评价工具和量表的效度。
Mager（1962）的《准备教学目标》一书，虽然被设计为程序化学习文本，但已成为教师和课程专家在以行为语言描述教学期望结果时的重要指南，他们试图明确学生在接受教学后应能展示的具体、相对最终的行为。此外，Lindvall（1964）编辑的卷宗也提供了有价值的参考，他与Nardozza和Fulton合作，收集了一系列关于如何制定行为目标的文章，这些文章对教育工作者在编写教育目标时具有指导意义。
Bloom的分类法最初包括记忆、理解、应用、分析、综合和评价六个层次，后来Krathwohl对其进行了修订，增加了创造这一维度。这个分类系统强调了从低级认知技能到高级思维能力的渐进发展，为教育者提供了框架，帮助他们设计具有层次性的教学目标，确保学生在学习过程中逐步提升认知水平。
通过使用Bloom和Krathwohl的分类法，教育工作者可以更清晰地定义学生在完成某一课程或活动后应达到的能力水平，从而更有效地设计和评估教学效果。这种方法不仅适用于传统的课堂教学，也适用于在线学习和远程教育环境。同时，这种以行为为基础的目标设定方法还可以促进学习过程的个性化，因为每个层次的目标都对应着特定的评估标准，使得教学和评估更具针对性。
这篇论文为教育工作者提供了一种工具，使他们能够利用Bloom和Krathwohl的分类法来改进教育目标的制定，以促进更有效、更有针对性的教学实践。"
INSTRUMENTATION
OF
BLOOM’S
AND BRATHWOHL’S TAXONOMIES
FOR
THE WRITING
OF
EDUCATIONAL OBJECTIVES
NEWTON
S.
METFESSEL
AND
WILLIAM
B.
MICHAEL
University
of
Southern
California
.4ND
DONALD A.
KIRSNER
System Development Corporation
During the past six
or
eight years an increased amount of attention has been
given to the statement of educational objectives in behavioral terms both to facili-
tate the evaluat.ion of educational programs and to improve the validity of tshe
measures and scales utilized in the evaluation process (Metfessel
&
Michael, 1967;
Michael
&
Metfessel, 1967). Although set up
as
a
programmed learning text,
Mager’s (1962)
Preparing Instructional Objectives
has been one of the most useful
guides
to
teachers and specialists in curriculum who have sought help in stating the
desired outcomes of inst,ruction in behavioral languagein describing the kinds of
specific and relatively terminal behaviors which t,he learner will be capable of ex-
hibiting subsequent. to his exposure to
a
program of instruction. Another useful
source has been the volume edited by Lindvall (1964) who, in col1aborat)ion with
Nardozza and Fclton (Lindvall, Nardozza,
&
Felton, 1964) not only prepared his
own
chapt,er concerned mit,h the importance
of
specific objectives in curricular de-
velopment, but, also enlisted the aid
of
several distinguished educat,ors, e.g., Krath-
wohl (1964) and Tyler (1964) wit,h specialized interests in evaluation. Such efforts
have essentially involved a fusion of curriculum design with the evaluation process
in that curricular planning is described in t,ernis of behavioral objectives that are
necessary
for
the construction of valid tests and scales. The taxonomies provide
the required model necessary to furnish meaningful evidence regarding the attain-
ment of desired behavioral changes.
Although Iirathwohl (1964) related the taxonomy of educat’ional objectives
in both the cognitive (Bloom, Englehart, Furst, Hill,
&
Krathwohl, 1956) and the
affective (I<rat,hwohl, Bloom,
&
Masia, 1964) domains to curriculum building, he
was able
to
present’ only
a
limited number
of
concrete illustrations, some
of
which
Mager would probably challenge because of their relative lack of specificity. Ad-
mittedly, Krathwohl has made an important and helpful start in relating objectives
to a meaningful and rather well-known conceptual framework. However, the
writers believe that there exist,s a need for an instrumentation of the taxonomy of
educational objectives within both the cognitive and affective domains-that is, a
more clear-cut description of how the taxonomy can be implement.ed in the school
setting. The approach utilized was the development of
behaviorally oriented
in-
finitives which, when combined with given objects, would form
a
basis for meaning-
ful, cohesive, and operational statements.
INSTRUMENTATION
To facilitate the formulation of statements
of
specific behavioral objectives
within t.he framework
of
Bloom’s taxonomy, the writers have included a table made
up of three columns. The
first
column contains the taxonomic classification identi-
fied by both code number and terminology employed in Bloom’s (Bloom et al.,
1956) taxonomy. The entries in the second column consist of appropriate infinitives
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