A Case Study Of Primary School Chinese Teaching Based On Anderson's Cognitive Target Classification Framework

New curriculum reforms proposes the Three Dimensional Objectives Taxonomy,which consists of knowledge and skill,process and method,affection and attitude,in order to classify the objective issues and help to develop students' abilities.Anderson's Taxonomy specifies the educational objectives from the knowledge dimension and the cognitive process dimension,it provides a specific and practical framework for teachers to deal with the teaching of knowledge and abilities.And it points out two dimensions,including four different types of knowledge as well as six different cognitive process levels.However,about how to understand knowledge and skill,and how to deal with the relationship between the two has become serious problems embarrassing the practitioners in the elementary school.Based on Anderson's Taxonomy,this thesis is to address the theoretic problem of educational objectives in primary Chinese curriculum,and do some investigation on how to set the teaching objectives,how to ask questions during the class,how to assign homework and how to design test questions.Based on Anderson's Taxonomy,the thesis tries to find out the teaching problems,then to address the theoretic problem of educational objectives in Chinese teaching,and the application of Anderson's Taxonomy into Chinese teaching,so as to develop and confirm that the Taxonomy can be applied to Chinese teaching in primary school.Based on Anderson's Taxonomy,this thesis investigates Chinese teaching in primary high school which mainly includes setting the teaching objectives,asking questions during the class,assigning homework and designing test questions.Its aim is to analyze the collected data and information,and clarify the teaching problems.And it's easy to find that whether the teaching objectives setting,classroom questioning,homework assignments and test evaluation,there are some common problems: in the knowledge dimension is given priority to with factual knowledge and conceptual knowledge,the cognitive process dimension is focused on the memory,understanding and application,as a senior cognitive process of analysis,evaluation and creation,and knowledge type associated with high-level thinking skills of procedural knowledge and reflective knowledge are involved less and less,and these are important in quality-oriented education nowadays.Based on the investigation of setting the teaching objectives,asking questionsduring the class,assigning homework and designing test questions,it's easy to draw a final conclusion according to these four aspects.In terms of three different styles,it's necessary to summarize the teaching problems.In order to solve these teaching problems,it's important to put forward the corresponding suggestions for improvement based on Andersion's Taxonomy.In the dimension of knowledge,we should not only focus on the former two types of specific knowledge,but also focus on the two types of abstract knowledge to develop the students' ability of abstract thinking;In cognitive process dimension,we also should not only focus on the goal of low cognitive process level,but give attention to another high-level cognitive levels,in order to cultivate students' innovation spirit and practice ability.In terms of test evaluation,based on Anderson's Taxonomy,at the same time on the basis of the former three unit tests,it's necessary to integrate a new test paper,which should evaluate all four knowledge types and all six cognitive process levels,and can evaluate students' comprehensive learning level.