重在认知过程的理解与创造——布卢姆认知目标分类学修订的特色被引量：25

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摘要布卢姆认知目标分类学修订体现了当代教育理论所强调的培养学生理解与创造能力,融合了教育心理学对高层次认知过程研究的新趋势,致力于实现促进"保持"和"迁移"两种教学结果。新的分类学改用二维分类(知识维和认知过程维)。其中的认知过程维,对原来的分类学各项指标提出了较多的改进,对建构学习中学生的学习活动表现方式作出了很好的概括,以此凸现认知过程的理解和创造特点,为培养问题解决能力奠定了基础。

作者盛群力褚献华

机构地区浙江大学教育学院

出处《全球教育展望》 CSSCI 北大核心 2004年第11期73-76,共4页 Global Education

基金浙江省哲学社会科学"十五"规划重点课题"当代国际教育目标新分类研究(Z03JY8)"

关键词认知过程布卢姆认知目标分类学知识迁移问题解决

分类号 G40 [文化科学—教育学原理]

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参考文献9

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