Who is the representative of the mastery teaching model

The mastery teaching model is represented by Bloom.

Bloom's mastery learning theory:

The idea that teaching should be guided by mastery learning, oriented by educational goals, and regulated by educational evaluation has formed a complete mastery learning theory system. Bloom et al. in their classification system of educational objectives will be teaching objectives into cognitive, emotional and motor skills in three major areas.

Introduction of Bloom:

In the 1950s, Bloom was famous for his systematic theory of classification of educational objectives, and wrote "Classification of Educational Objectives"; in the 1960s, he put forward the theory of "Human Characteristics", and wrote "Human Characteristics and School Learning"; in the 1970s, he put forward the theory of "Human Characteristics", and wrote "Human Characteristics and School Learning". In the sixties, he put forward the theory of "human identity" and wrote "Human Identity and Learning in Schools"; in the seventies, he put forward the school teaching theory of "mastery learning".

Author of "All Our Children Can Learn" and "Introduction to Mastery Learning Theory". Bloom's theories on "human identity" and school teaching were once listed as "one of the most significant educational research results" in the United States.

In 1956, Benjamin Bloom published his article, "Classification of Educational Objectives: The Cognitive Domain," which argued that there are six levels of thinking. Recognition: memorization of specific facts; Comprehension: grasping the meaning of intellectual material and organizing facts so as to figure out what things mean; Application: applying information and rules to solve problems or understand the nature of things.

Analysis: breaking down complex knowledge as a whole and understanding the connections between parts, explaining cause and effect, and understanding the nature of things; Synthesis: discovering interrelationships and connections between things in order to create new ideas and predict possible outcomes; and Evaluation: judging based on criteria or choosing alternatives. Since then, these six levels of thinking have been widely accepted and used.

He gives a list of cognitive skills in order from simplest to most complex. The simplest cognitive skill is the recall of knowledge, and the most complex cognitive skill is making judgments about the value of ideas. In the 1960s, he developed a theory of "human identity" and wrote "Human Identity and School Learning".

In the 1970s, he put forward the school teaching theory of "mastery learning", and wrote "All our children can learn" and "Introduction to the theory of mastery learning". Benjamin Bloom's research concluded that if the level of intelligence reached by a person at the age of 17 is 100%, then the child already has 50% of it at the age of 4, and 30% between the ages of 4 and 8, while only 20% is added between the ages of 8 and 17.

A study of outstanding scholars, artists, and athletes was conducted in the nineties and lasted five years. Twenty of the most prominent and successful people in each field were interviewed anonymously, including famous pianists, tennis players, Olympic swimming champions, sculptors, mathematicians, and psychiatrists.

Additional interviews were conducted with family members and teachers of these successful individuals to obtain fuller information. Benjamin and his colleagues scrutinized the information collected, hoping to find some clues to explain what kind of ****similarities enabled the successful people to effectively develop their potential and set them apart from ordinary people.

In the end, their findings suggest that it is not genius or talent that makes these otherwise ordinary people extraordinary, but rather the good habit of perseverance, of not being afraid of setbacks and failures, and of being able to pursue and refine them in practice.