The Application Of Bloom 's Educational Goal Taxonomy In The Design Of Biology Teaching In Senior Middle School

In the stage of the preparation of paper material,the current study on Bloom’s Taxonomy of Educational Objectives were mostly concentrated on the interpretation and evaluation of the theory or revelation and reflection of teaching,rarely combined with the specific disciplinary researching the issues of "how to do" and "how to use".By the same time,my investigation showed that most of the biology teachers didn’t implement knowledge of the target well because action verbs of knowledge of the target were expressed vaguely in the "Biology Curriculum Standards"and most teachers lack the guidance of instructional design theory,leading to the result that teachers could not grasp requirements of the knowledge of target.Therefore,this article, based on 2001 version of Bloom’s Taxonomy of Educational Objectives,targeted from two dimensions-knowledge of latitude and the latitude to analyze the knowledge of the target, in order to help some teachers understand knowledge of the target deeply.In view of these,the research progress of domestic and overseas instructional design and Bloom Taxonomy of Educational Objectives was reviewed. Based on a comprehensive analysis of the experiences and deficiencies of their researches,the paper,taking 2001 version of Bloom’s Taxonomy of Educational Objectives as theoretical guidance,discussed its specific application in biology teaching design by literature research, theoretical discussion,questionnaire,and analysis of teaching case.Combined with the thought of Bloom’s Taxonomy of Educational Objectives,the knowledge of the target in "biology curriculum" were interpreted and reclassified so as to help teachers understand the content and level of the knowledge of the target deeply.Next, after the use of classification was introduced in detail,the model of teaching design in biology was constructed based on Bloom’s Taxonomy of Educational Objectives and this model’s guiding ideology,general principle,and main content were expounded.Then teaching case was analyzed with the use of this model.After these, "five steps for analysis of teaching case " was summarized,and it included five steps:finding the key elements,getting the "best guess", re-examining the whole,testing consistency and reflecting on instructional design.This method could help teachers consummate instructional design and learn from each other,which would be propitious to improve professional development for teachers.Besides,Instructional design was composed with the use of this model.By detecting the situation of teaching time and the level of students’ mastery of knowledge points,consequences were scientific and superior.This meant that using this model for instructional design could not only help teachers control teaching time,but also promote students’ mastery of knowledge points.In all,the findings could not only help teachers know"how to teach" and promote their own development,but help students learn more effectively.