Research On The Design Of Educational Goal Description Model Supporting Literacy Education

The upsurge of "key competencies" swept across the world,and "thinking ability,became the general trend of basic education.However,both at home and abroad,teaching practitioners generally find it difficult to find a clear path from knowledge to competency from the existing texts on competency education.Therefore,as the intrinsic basis of teaching practice,the taxonomy of educational objectives has become a possible clue for competency education.After a worldwide systematic investigation,it was found that almost all existing taxonomies of educational objectives have inherited the "separation" style from Bloom's original taxonomy,including the separation of"thinking form”and "thinking content" and the separation of "cognition","motor skill"and "emotion".Therefore,they can't be used as the guidance of competency education.After retrospect,it is found that the "separation" style of taxonomies is directly due to the "procedure+content" cognitive model which is derived from computer science and regarded as core mechanism of cognition by cognitive psychology,and root from the lack of philosophical thinking mode of cognitive psychology and even cognitive science as a whole.This research returns to the level of philosophical epistemology,searches for the core mechanism of cognition from the perspective of the relationship between subject and object in the way of philosophical thinking,and finally obtains a more realistic interpretation of the essence of cognition from the perspective of genetic epistemology:cognition is the process of interpretation or construction of the objective world based on the subject's genetic format(genetic demand),which is manifested as mutual construction and internal unity of "logical structure" and "knowledge structure".From the perspective of cognitive psychology,taking this core interpretation as the basic standpoint,we can get the following understanding:as a whole of "logical structure"and "knowledge structure" in the sense of genetic epistemology,the static "knowledge structure" and the dynamic "thinking structure" are inherently unified,which can be expressed as "knowledge-thinking" cognitive model.Based on this cognitive model and oriented towards competency education,this study designs a "three-tier structure"descriptive model of educational objectives which includes "disciplinary knowledge","problem solving" and "disciplinary thinking" from bottom to top,and analyses the application method of it in detail from the perspective of the design of teaching objectives,process and evaluation taking information technology curriculum as an example.Combining the specific analysis of this study with the Curriculum Standard,it can be used as a systematic guide for the practice oriented towards " disciplinary key competencies" in information technology curriculum.