The Application Of Bloom's Cognitive Target Taxonomy In The Teaching Design Of "Energy Supply And Utilization Of Cells"

As a comprehensive manifestation of teaching activities,teaching design directly affects the results in teaching.The three aspects of teaching design,teaching objectives,teaching process and teaching evaluation,are closely linked.The consistency of the three can detect whether the classroom teaching is good enough,weather sufficiently proofed its validity.Based on the classification table in Bloom's taxonomy of cognitive objectives,this study examines the consistency of teaching objectives,teaching activities and teaching evaluation from the two dimensions----knowledge and cognitive process,and provides theoretical guidance for teachers to formulate effective teaching design.This thesis is based on the Bloom's classification table to construct the teaching target classification table of "General High School Textbook for Teachers,Biology,Compulsory 1:Molecules and Cells",as a reference to analysis and compilation the teaching design of the chapter "Energy Supply and Utilization of Cells".Through analyze the teaching design searched from CNKI based on the Bloom's classification table,and the results of consistency test of teaching objectives,I found that there are five questions like general expressions in teaching objectives,non-standard use of terminology,missing or invalid objectives,and fewer involvement of higher-order cognitive skills and metacognitive objectives in teaching objectives,left in the teaching design.And I also put forward some suggestions accordingly.In this research,the teaching design of the chapter "Cell Energy Supply and Utilization" was compiled.Through the classification of Bloom's consistency test,score were higher than2.75(out of 3 points).Two classes were selected for practical research in my internship school,experimental class using the classification of Bloom's was tested,the instructional designed of teaching that in comparative class using biological group of guided learning case teaching,and compare the first three tests and the chapter test results under the software SPSS17.0.It is showed that the scores of the two classes were no apparent before the experiment.But,after carrying out different curricular designs,the average scores of the experimental class and the comparison class were 44.22 and 37.58,respectively.The P value was 0.046,less than 0.05,after the t-test analysis,indicating that the score gaps grown between the two classes after the experiment.In summary,this teaching design compiled in this thesis has a certain effect on improving teaching performance.From the interview feedback of the experimental classes,students clearly felt the changes in teaching: clearer teaching targets and ideas among teachers,and students are more easily to absorb the difficult points.Thus provided that the teaching design based on Bloom's taxonomy of cognitive objectives are more feasible and reasonable in high school biology teaching.