Reflecting on Teaching with Bloom's Taxonomy of Educational Objectives

Bloom in the cognitive field of educational objectives into six levels: know, understand, apply, analyze, synthesize and evaluate. These six levels are interrelated and progressive. The Taxonomy of Educational Objectives provides a framework for our teaching, learning and assessment. Our teammates, led by Dr. Suyi Wang, work together to do instructional design based on the Taxonomy of Educational Objectives, practice in the classroom, analyze (analyze the phenomena and problems in teaching and learning), and synthesize (reflect, adjust, and design new instructional programs), and we, the teachers themselves, as well as our students, strive to accomplish the lower-order basic educational objectives in pursuit of higher-order objectives, to promote our cognitive development.

Next I take the lesson "The Multiplication and Distribution Law" as an example and analyze it in the context of Bloom's taxonomy of cognitive education goals.

Two years ago, I participated in the Youth Teacher's Competition to draw the subject coincidentally is the "multiplication and distribution law", at that time, a simple design, so this lesson I have been on two times, the comparison is more obvious.

Two years ago, my teaching design is: I first by the theme map to ask the question "a *** how many students participated in this tree-planting activities?" After the students to solve the problem, please observe the characteristics of the equation, and found that the left and right sides of the equation contains the same number, the order of operations is different, but the same number of points; and then ask the students to give examples of a few different formulas to generalize, generalize the law of multiplication and distribution and expressed in letters; and finally clear the application of the law of multiplication and distribution, and sometimes the use of the law of multiplication and distribution to make calculations become easier. In the old design, I wanted to achieve the goals of the educational taxonomy: know, understand, apply and analyze (observe, give examples to generalize the multiplication law), but because the teaching process of the students' thinking is very limited, in the process of my students and I seem to interact (the students say what I want to say for me) but in fact is not interactive process, the students just know the law of multiplication and distribution of the law of arithmetic and the mechanical application of the letter based on the expression, low-level "understanding", "understanding" and "application". The first step is to make sure that you have a good understanding of the law of multiplication and distribution, not to mention other higher-level goals.

This year, my teaching design: reference to the North Normal University version of the textbook, from the tile scene to start, the reason why I chose this scene introduction is because in addition to the meaning of the life of the Humanist version of the meaning of the combination of number and shape, and can be followed by the students to explore the rationale behind the law of multiplication and distribution (multiplication of significance - how many) to provide the scaffolding, that is, for the follow-up of the drawing of the method of verification to provide visualization. The first step is to provide a scaffolding for the students to explore the reasoning behind the multiplication and distribution law (the meaning of multiplication - how many).

First of all, the students also listed comprehensive equation, the same observation of the characteristics of the equation:

The difference in this year's design is that the students think independently (marking the equation) table discussion, the teacher randomly pick someone to say, the original design is not independent thinking, just ask the student who raised his hand to answer.

Then there is this year's design of the more different places, I asked students to write their own equation based on the observed characteristics, and use the favorite way (counting, drawing, writing) to verify that the left and right sides of the equation are equal. The part that can be improved, here should be printed learning sheets for students.

The poll here (record a few ways to press a few) is to find out whether the students in the group activity to the different methods, and then pick the students to report, the students work as follows:

Whether it is counting, drawing (line graph, two rectangular area), the reasoning is to find there are a few of such a few, which is the reasoning behind the law of distribution of multiplication, the students independently generalized the law of distribution and can use a letter expression to generalize the law of distribution and can use a letter expression. Distribution law and can use the letter expression.

The target level here is mainly the fourth level-analysis (compare, contrast, test, explore, etc.) Students are practicing their thinking through independent thinking and group activities, and are able to generalize, summarize, and explore independently and cooperatively, as well as achieving the lower levels: knowing, understanding, and applying.

Finally, the multiplication and distribution law is combined with the two-digit × two-digit vertical formula that we have learned, and the perimeter formula of the rectangle, the combined area, etc. to establish a connection, and analyze how to apply it in simple arithmetic (according to the data combined or split) to form a link between the structure of knowledge and integration, which embodies the synthesis (integration and construction) as well as the application.

Because of the lack of time, the last question students go home to think: think about the law of multiplication and distribution applies to subtraction? Here is an extension of the connotation of the law of multiplication and distribution, when it is clear that a × c + b × c = (a + b) × c, a c plus b c = (a + b) c, in fact, subtraction is the same reasoning, which uses the method of reasoning and reasoning; in addition, you can also rely on the combination of rectangles (large rectangles - small rectangles) illustrated by the schema; the two methods of the student's high level of thinking, only a small number of students can achieve. Most of the students illustrated by giving an example. Because the feedback was already in the new lesson and what I considered to be an extension, I did not take the time to allow for deeper thinking and deeper learning to extend this section. Now I reflect according to Bloom's Taxonomy of Educational Objectives, here is some regret, we see that this belongs to the synthesis level, which requires students to know and understand the law of multiplication and distribution, and be able to better apply as well as analyze the connotations behind it, helping students to build a logical chain of thought in mathematical learning, and if students can't reach this level, in turn deepen the facilitation of knowing, understanding, applying, analyzing, etc., helping students to build a system of knowledge and methods, and really promote the development of students' higher-order thinking and comprehensive ability.

In summary, making charts according to Bloom's Taxonomy of Educational Objectives helped me reflect on the two teaching designs:

Although the existing design still has a lot of shortcomings, compared with the original design, the higher-order objectives accounted for more and more. Yes, it was a gift from the team that my teaching and reflective skills were enhanced by the team's learning.

Finally, I would like to end with a quote given to me by Dr. Wang Xuyi when I encountered difficulties in my informative teaching practice, to encourage with all of you***: "The four things of reading, doing, thinking, and writing should not be regarded as four stages, but a spiral. When you feel that you don't know enough about information technology teaching, then read the classics of information technology teaching, then go to the classroom to do the actual work, analyze and think about the outputs of information technology and record them; when you feel that you don't have enough mastery of instructional design, then get Bloom to read and do the instructional design based on the taxonomy of educational objectives, go to the classroom to practice, and then analyze and write down the phenomena observed; and so a problem solving, turning up one spiral after another, gradually deepening and expanding."