The Study Of Application Of Marzano’s Education Target Taxonomy Inhigh School Chemistry Teaching

Our country’s curriculum establishment、teaching practice and teaching evaluation of various education aspects have been influenced by Bloom’s education target taxonomy since 1986,when it was introduced to China. In recent years, with the development and progress of the Times, American contemporary scholars, Marzano, advanced his education target taxonomy which was exactly based on new era’s need for talents, fully absorbed the research achievements of modern pedagogy and psychology. Marzano’s classification theory starting from the behavior of people, constructed two-dimensional education target framework on the basis of knowledge and the process.Based on Marzano’s education taxonomy and high school chemistry teaching as the breakthrough point,this paper was divided into two parts. The first part: introduced bloom’s education target taxonomy which influence widely, and Marzano’s education target taxonomy which is the latest target taxonomy of the 21 st century. By comparing theoretical framework of Marzano’s education target taxonomy and Bloom’s education target taxonomy, found out the differences in the application of teaching; understood the role of education objective taxonomy and limitations. Besides, preliminary used Marzano’s education target taxonomy to analyze application of teaching objectives, teaching strategies and teaching evaluation and so on. The second part: Applied Marzano’s education target taxonomy to the high school chemistry teaching, compared the application effect with class of conventional teaching design. The results showed that(1) high school chemistry teaching effect was improved for a certain degree by application of Marzano’s education target taxonomy;(2) there was important value of Self-system and meta-cognitive system of Marzano’s education target taxonomy in education. Practice showed that under the theoretical guidance in the teaching design, teachers payed more attention to learners’ class status and emotional experience, Effectively improved students’ participation and learning effect.