本杰明・布鲁姆的ppt

BenjaminSamuelBloom小组成员：崔钰佳唐晓林王彦萍亓美玲杨御仿赵玉生BenjaminSamuelBloom(February21,1913–September13,1999)wasanAmericaneducationalpsychologistwhomadecontributionstotheclassificationofeducationalobjectivesandtothetheoryofmastery-learning.塞缪尔本杰明布鲁姆（1913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。《Stabilityandchangeinhumannature》《人类特性的稳定性与改变》《Taxonomyofeducationalobjectives》《教育目标分类学》《Introductiontomasterthelearningtheory》《掌握学习理论导言》TaxonomyofEducationalObjectives教育目标分类（系统学说)MasteryLearning掌握学习”的学校教学理论Studiesinearlychildhood对幼儿教育的研究SixlevelsoflearningaccordingtoBloometalThelevelsarethoughttobuildononeanother.Thesixlevelsinthefigurepertaintothinking,theso-calledcognitivedomain.Heretheyare:SixlevelsoflearningaccordingtoBloometalThelevelsarethoughttobuildononeanother.Thesixlevelsinthefigurepertaintothinking,theso-calledcognitivedomain.Heretheyare:Knowledge-of(basedonrecall)SixlevelsoflearningaccordingtoBloometalThelevelsarethoughttobuildononeanother.Thesixlevelsinthefigurepertaintothinking,theso-calledcognitivedomain.Heretheyare:Comprehension(grasp)SixlevelsoflearningaccordingtoBloometalThelevelsarethoughttobuildononeanother.Thesixlevelsinthefigurepertaintothinking,theso-calledcognitivedomain.Heretheyare:Evaluation(judgingworthetc.)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationClassificationofeducationalobjectivesKnowledgeorrecallofdata,expressesthenaturalurgetorecallpreviouslylearnedmaterial.Soknowledge,orbeingtold,canbeafoundationforverymuchlearning.Itprovidesabasisforhigherlevelsofthinking,butisroteinnature.Insightridesontopofit.Comprehension,theabilitytograspmeaning,explain,restateideas,meansunderstandingthebasicinformationandtranslating,interpreting,andextrapolatingit.Application,orusinglearnedmaterialinnewsituations,involvesusinginformation,ideas,andskillstosolveproblems,thenselectingandapplyingthemappropriately.Analysissuggestsseparatingitems,orseparatematerialintocomponentpartsandshowrelationshipsbetweenparts.Italsomeansbreakingapartinformationandideasintotheircomponentparts.Synthesissuggeststheabilitytoputtogetherseparateideastoformnewwholesofafabric,orestablishnewrelationships.Synthesisinvolvesputtingtogetherideasandknowledgeinanewanduniqueform.Thisiswhereinnovationstrulytakeplace.Evaluationisthehighestlevelinthisarrangement.Heretheabilitytojudgetheworthofmaterialagainststatedcriteriawillshowitself.Evaluationinvolvesreviewingandassertingevidence,facts,andideas,thenmakingappropriatestatementsandjudegments.WhatiscalledMasteryLearning,ML,wasinitiatedin1963byJohnB.Carroll.Masterylearningisfitforbothindividualstudyandgroupstudy,providedthatrealisticstandardsbedeveloped,asBloomsuggests.Hismodel,usinggroupinstructionaltechniques,variesbothinstructionandtimetomeetindividualneeds.MasterylearningClearlyspecifyingwhatistobelearnedandhowitwillbeevaluated;Allowingstudentstolearnattheirownpace;Assessingstudentprogressandalsoprovidingappropriatefeedbackorremediation;Thevitalelementsofmasterylearningare:布鲁姆建议，在新学期伊始，进行关于学习要点、基本事实、技能以及观念的先期测试和温习对以后的成功很有必要。Bloomsuggestsapre-testandreviewatthebeginningofasemesteroftheessential,basicfacts,skills,conceptsthatarenecessarytolatersuccess.Andattheendofaninstructionalunit-everytwoweeks-atesttofindoutwhathasbeenlearnedandnotbeenlearnedmayworkwell,andnextremedyerrorsandblanks-whatever-byreteachinginordertofosterorensureexcellence,atbest,afteradiagnostictests.并且，在一个教育阶段完结时（大约是每两个周一个教育阶段）就需要进行一次小测验，这次测验对了解学生对知识的掌握情况很有效。此外，小测验过后通过老师的二次教学可以及时纠正错误、填补知识空白，以此鼓励学生学习，并能保证学生在此后的阶段性测验中取得出色表现。Forithelpstoknowexactlywhattodotocorrectnon-masteredpointsofdifficulty.InsuchwayseverystudentmayendupwithanAiftheymasterthematerial.因为这种方法可以让你准确的改正知识难点中学生不熟练的部分。（他相信）如果学生能够掌握这种技巧，每个人都可以得到理想的（”A“）成绩。）Increasedstudentself-assuranceReducedcompetitionandencouragedcooperationamongstudents;thatis,studentswereenabledtohelponeanotherAssessmentsaslearningtoolsratherthanofficialgradesSecondchanceatsuccessforstudentsSomeoftheeffectsofmasterylearningHearguedthathumanperformancewasoftenareflectionofsocialprivilegeandsocialclass.（他认为人为绩效是社会特权和社会阶级的反射）Childrenwhoenjoyedthebenefitsofhabits,attitudes,linguisticskills,andcognitiveabilitiesavailabletothemoreprivilegedmembersofsocietywerelikelytodowellatschool.（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处的孩子，往往在学校中表现的也很出色。）StudiesinearlychildhoodStudiesinearlychildhoodBloomshowedthatmanyphysicalandmentalcharacteristicsofadultscanbepredictedthroughtestingdonewhiletheyarestillchildren.（布鲁姆认为青少年很多身体和精神上的特征在孩童年代通过测试是可以以预测的）Healsofoundthatearlyexperiencesinthehomehaveagreatimpactonlaterlearning.（他也发现在家中获得的早期经验对以后的学习生涯有重要影响）Bloomsummarizedhisworkina1980booktitled,AllOurChildrenLearning,whichshowedfromevidencegatheredintheUnitedStatesandabroadthatvirtuallyallchildrencanlearnatahighlevelwhenappropriatepracticesareundertakeninthehomeandschool.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。Thankyou!