Analysis And Teaching Design On Knowledge System Of Senior High School Chemistry Textbooks Under The Horizon Of Bloom’s Taxonomy Of Educational Objectives

With the promulgation of the Chemistry Curriculum Standards for Senior High Schools(2017 edition),the textbooks have been revised accordingly.As the materialized form of teaching and learning,high school chemistry textbook is an important carrier for achieving curriculum objectives and cultivating students’ core competencies in chemistry.In order to meet the new requirements of education way of the new era,cultivate high-quality talents with innovative literacy and facilitate the transformation of chemical knowledge into mental models,it is of great research value to investigate the chemistry textbooks systematically nowadays.The revised edition of Bloom’s Taxonomy of Educational Objectives(2001)introduced the research outcome of knowledge classification learning theory,which divides the contents related to cognitive field into two dimensions instead of one dimension from the original version.On one hand,it adjusted and improved the cognitive process dimension from the original version.On the other hand,it expanded the knowledge dimensions.In the cognitive process dimension,cognition is divided into six levels:Remember,Understand,Apply,Analyze,Evaluate,and Create.In the knowledge dimension,knowledge is divided into four knowledge types: Factual Knowledge,Conceptual Knowledge,Procedural Knowledge and Introspection Cognitive Knowledge.The revised version provides a new direction of thinking for the transformation of chemical knowledge into a thinking model and some useful reference for chemistry teaching.The research is carried out from the following aspects: Firstly,on the basis of combing the relevant literature,the research purpose and significance,research ideas and methods are proposed.The concepts of “textbook”,“knowledge system” and “teaching design” are defined,and the Bloom’s Taxonomy of Educational Objectives is introduced.Secondly,the knowledge representation model of the textbook knowledge system was established,and Mind Master software was used to systematically sort out and analyze the contents in the cognitive field in the knowledge system of the compulsory module of the high school chemistry textbooks of the People’s Education Edition.Thirdly,through the in-depth research on the teaching objectives,teaching activities and teaching evaluation,the high school chemistry teaching model based on Bloom’s Taxonomy of Educational Objectives is constructed.Finally,it utilized the constructed high school chemistry teaching model to write and implement teaching design.By means of questionnaires and test questions,the teaching evaluation is conducted and the influence of this teaching model on practical teaching is studied.The results of practical research show that,classifying the knowledge of high school chemistry compulsory modules guided by the Bloom’s Taxonomy of Educational Objectives,designing more reasonable teaching objectives,multi-level teaching activities and targeted teaching evaluation for different knowledge types and cognitive knowledge levels,can not only help teachers construct instructional designs that are more in line with students’ cognitive levels,but can also promote the development of students’ higher-order thinking skills.