1、本杰明布鲁姆,Benjamin Samuel Bloom,小组成员：崔钰佳 唐晓林 王彦萍亓美玲 杨御仿 赵玉生,Benjamin Samuel Bloom,Benjamin Samuel Bloom (February 21, 1913 September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery-learning. 塞缪尔本杰明布鲁姆
2、 （1913年2月21日- 1999年9月13日）是美国教育心理学家，主要贡献是教育目标的分类和掌握学习理论。,Important works of Benjamin Samuel Bloom,Stability and change in human nature 人类特性的稳定性与改变 Taxonomy of educational objectives 教育目标分类学 Introduction to master the learning theory 掌握学习理论导言,The Achievements of Benjamin Samuel Bloom,Taxonomy of Educa
3、tional Objectives 教育目标分类（系统学说)Mastery Learning 掌握学习”的学校教学理论Studies in early childhood 对幼儿教育的研究,Benjamin Blooms Taxonomy of Educational Objectives,Six levels of learning according to Bloom et al The levels are thought to build on one another. The six levels in the figure pertain to thinking, the so-c
4、alled cognitive domain. Here they are:,Benjamin Blooms Taxonomy of Educational Objectives,Six levels of learning according to Bloom et al The levels are thought to build on one another. The six levels in the figure pertain to thinking, the so-called cognitive domain. Here they are:,Knowledge - of (b
5、ased on recall),Benjamin Blooms Taxonomy of Educational Objectives,Six levels of learning according to Bloom et al The levels are thought to build on one another. The six levels in the figure pertain to thinking, the so-called cognitive domain. Here they are:,Comprehension (grasp),Benjamin Blooms Ta
6、xonomy of Educational Objectives,Six levels of learning according to Bloom et al The levels are thought to build on one another. The six levels in the figure pertain to thinking, the so-called cognitive domain. Here they are:,Evaluation (judging worth etc.),Knowledge Comprehension Application Analys
7、is SynthesisEvaluation,Classification ofeducational objectives,Knowledge 知识,Knowledge or recall of data, expresses the natural urge to recall previously learned material. So knowledge, or being told, can be a foundation for very much learning. It provides a basis for higher levels of thinking, but i
8、s rote in nature. Insight rides on top of it.,Comprehension 理解,Comprehension, the ability to grasp meaning, explain, restate ideas, means understanding the basic information and translating, interpreting, and extrapolating it.,Application 应用,Application, or using learned material in new situations,
9、involves using information, ideas, and skills to solve problems, then selecting and applying them appropriately.,Analysis 分析,Analysis suggests separating items, or separate material into component parts and show relationships between parts. It also means breaking apart information and ideas into the
10、ir component parts.,Synthesis 综合,Synthesis suggests the ability to put together separate ideas to form new wholes of a fabric, or establish new relationships. Synthesis involves putting together ideas and knowledge in a new and unique form. This is where innovations truly take place.,Evaluation 评价,E
11、valuation is the highest level in this arrangement. Here the ability to judge the worth of material against stated criteria will show itself. Evaluation involves reviewing and asserting evidence, facts, and ideas, then making appropriate statements and judegments.,What is called Mastery Learning, ML
12、, was initiated in 1963 by John B. Carroll. Mastery learning is fit for both individual study and group study, provided that realistic standards be developed, as Bloom suggests. His model, using group instructional techniques, varies both instruction and time to meet individual needs.,Mastery learni
13、ng,Mastery learning,Clearly specifying what is to be learned and how it will be evaluated; Allowing students to learn at their own pace; Assessing student progress and also providing appropriate feedback or remediation;,The vital elements of mastery learning are:,布鲁姆建议，在新学期伊始，进行关于学习要点、基本事实、技能以及观念的先期
14、测试和温习对以后的成功很有必要。,Bloom suggests a pre-test and review at the beginning of a semester of the essential, basic facts, skills, concepts that are necessary to later success.,And at the end of an instructional unit - every two weeks - a test to find out what has been learned and not been learned may work
15、 well, and next remedy errors and blanks - whatever - by reteaching in order to foster or ensure excellence, at best, after a diagnostic tests.,并且，在一个教育阶段完结时（大约是每两个周一个教育阶段）就需要进行一次小测验，这次测验对了解学生对知识的掌握情况很有效。此外，小测验过后通过老师的二次教学可以及时纠正错误、填补知识空白，以此鼓励学生学习，并能保证学生在此后的阶段性测验中取得出色表现。,For it helps to know exactly w
16、hat to do to correct non-mastered points of difficulty. In such ways every student may end up with an “A“ if they master the material.,因为这种方法可以让你准确的改正知识难点中学生不熟练的部分。（他相信）如果学生能够掌握这种技巧，每个人都可以得到理想的（”A“）成绩。）,Increased student self-assurance Reduced competition and encouraged cooperation among students; t
17、hat is, students were enabled to help one another Assessments as learning tools rather than official grades Second chance at success for students,Some of the effects of mastery learning,He argued that human performance was often a reflection of social privilege and social class.（他认为人为绩效是社会特权和社会阶级的反射
18、） Children who enjoyed the benefits of habits, attitudes, linguistic skills, and cognitive abilities available to the more privileged members of society were likely to do well at school.（那些懂得怎样享受从良好习惯、端正态度、语言交谈技巧以及可以对社会中享有特权人士应用的认知能力所带来的益处的孩子，往往在学校中表现的也很出色。）,Studies in early childhood,Studies in ear
19、ly childhood,Bloom showed that many physical and mental characteristics of adults can be predicted through testing done while they are still children.（布鲁姆认为青少年很多身体和精神上的特征在孩童年代通过测试是可以以预测的） He also found that early experiences in the home have a great impact on later learning.（他也发现在家中获得的早期经验对以后的学习生涯有重
20、要影响）,Bloom summarized his work in a 1980 book titled, All Our Children Learning, which showed from evidence gathered in the United States and abroad that virtually all children can learn at a high level when appropriate practices are undertaken in the home and school. 布鲁姆在1980年出版的书我们的所有儿童都能学习中总结了自己的教育工作，这本书通过在美国及国外收集的众多例证说明了，事实上，无论孩子在家还是学校，都能接收到适当的教育，那么他们皆可以在一个较高的水平上学习。,Thank you!,
