A Lesson Study On The Senior High School Geography "Heterogeneous Class" Based On The New Bloom's Taxonomy Of Cognitive Objectives

This paper takes the New Bloom's Taxonomy of Cognitive Objectives as the theoretical foundation.After constructing the analytical framework of teaching objectives and teaching activities respectively and testing its reliability,48 groups of lessons in "the heterogeneous class" have been analyzed from the perspective of a combination of knowledge and cognitive processes.It tries to reveal the true similarities and differences among teachers in "the heterogeneous class",in order to promote the practice of "the heterogeneous class" and the professional development of teachers,as well as the effectiveness of classroom teaching.After analyzing 48 groups of teaching objectives and teaching activities of lessons in "the heterogeneous class",the following conclusions have been reached: Firstly,most of the teaching objectives of senior high school geography lessons in "the heterogeneous class" are the same,and most of the same is "understanding conceptual knowledge".Secondly,different teaching objectives of senior high school geography lessons in "the heterogeneous class" are mainly reflected in the dissimilarity of knowledge content and the difference in cognitive process.Thirdly,most of the teaching activities of senior high school geography lessons in "the heterogeneous class" are the same,and most of the same is "understanding conceptual knowledge".At last,different teaching activities of senior high school geography lessons of "the heterogeneous class" are mainly reflected in the subclass of cognitive process.The above conclusions have two aspects of teaching enlightenment: On the one hand,how to promote teachers to transform teaching materials into teaching? Teachers can consider choosing different specific content knowledge,different cognitive processes,or different ways to implement the cognitive process.On the other hand,how to carry out "the heterogeneous classes" seminars? It suggested teachers to reflect themselves from the perspective of the combination of knowledge and cognitive processes to identify the real similarities and differences between others and themselves through the framework that combines knowledge and cognitive processes,then explore the application of different instructional designs,and choose the appropriate instructional design based on the present situation of students.