The Research Of History Instructional Objectives Based On The Revised Bloom's Taxonomy Of Cognitive Objectives

In the teaching of history,the realization of the historical instructional objective that highlights the realistic value appeal will be directly advantageous to cultivate students' historical skills.According to the investigation,there are many problems in the teaching process of history teaching at present,such as focusing on the achievement of the "double-basic" instructional objectives and so on.The historical teaching research scholars combined the theory and the actual situation,and put forward the basic value demands of the historical instructional objectives in view of the problems faced by the history teaching,in order to overcome the existing difficulties.In order to explore whether the current historical instructional objectives meet the basic value pursuit of the historical instructional objective proposed by the researchers,firstly,this study takes the Revised Bloom's Taxonomy of Cognitive Objectives defining the essence of teaching objectives as the main line of study,namely those instructional objectives meet the description form of "cognitive process(cognitive verb)+ knowledge type(knowledge noun)",which is an instructional objective.According to the above idea of defining the essence of teaching objectives,this study divides the instructional objectives into two types: if the statement of the instructional objectives is in accordance with the description form of "cognitive process(cognitive verb)+ knowledge type(knowledge noun)",then the instructional objective is "an analytical instructional objective";if not,then it is "an unanalytical instructional objective".Secondly,after classifying the instructional objectives,based on the Revised Bloom's Taxonomy of Cognitive Objectives,this study takes historical instructional objectives in the reference books of history teaching in Junior Middle School in Shanghai Education Edition as a blueprint and attempts to construct an analytical framework and an unanalytical framework.Finally,the Kappa coefficient is used to test the reliability of the analytical and unanalytical instructional objectives and the result is up to the standards,and then investigates historical instructional objectives in the reference books of history teaching in Junior Middle School in Shanghai Education Edition.After investigation,the following conclusions were drawn: 1.in terms of the overall analyzable instructional objectives:(1)"understanding conceptual knowledge" accounts for the highest proportion of the total analyzable teaching objectives;(2)the main analyzable instructional objectives include: "understanding conceptual knowledge" and "based on conceptual knowledge to analyze","apply procedural knowledge","remember factual knowledge" other features and so on.2.As far as the overall unanalytical instructional objectives are concerned,the proportion of emotion,attitude,and value instructional objectives is the highest,the ineffective instructional objectives are evenly distributed and outstanding by some characteristics,and the subcategories of instructional objectives that are auxiliary are evenly distributed.According to the investigation conclusions,the following suggestions were made: 1.In terms of the overall analytical instructional objectives:(1)Clarify the relationship between various types of instructional objectives,which is conducive to the comprehensive formulation of teaching objectives;(2)Pay attention to consolidate the implementation of the type of "remember" instructional objectives other suggestions and so on.2.Aiming at unanalytical instructional objectives,the invalid instructional objectives can be improved into effective teaching goals,strengthening the role of instructional objectives that are auxiliary to effective instructional objectives.