教學目標是分別由

教學目標的理論是源自於美國的教學學者Bloom, Krathwohl 等於1964，1965時發表的「教育目標的分類」一書 (taxonomy of educational objectives)。

教學目標的理論是源自於美國的教學學者Bloom, Krathwohl等於1964，1965時發表的「教育目標的分類」一書    (taxonomyofeducationalobjectives)。

該書至今已譯成22種語言，在全世界佔有非常重要的地位。

45年後，也就是2001年由Anderson,Krathwohl等人修正成二維向度 (two-dimensions)的目標分類。

他們的理論仍然是教育領域中重要的經典之作。

其中修訂的目標主要是認知領域的目標由原先的一維分類改成二維分類，同時將原有的綜合類別取消，增加創作類別。

原來目標的類別名稱由名詞改為動詞作為類別之稱呼，稱為認知過程向度 (cognitiveprocessdimension)。

本次的修訂增加了知識向度(theknowledgedimension)。

新教學目標:新二維表格http://www.celt.iastate.edu/teaching/RevisedBlooms1.html 知識向度           認 知過 程 向 度 記憶 瞭解 應用 分析 評鑑 創作 事實知識 列出 摘要 分類 順序 排序 組合 概念知識 描述 說明 實驗 解釋 評估 計劃 程序知識 列表 預測 計算 分辨 結論 組成 後設認知 使用 執行 建構 達成 行動 實賤 　 　 目標的重要性： 1、學習者能了解要學習的事項，因此可以安排讀書的方法與準備考試 2、教學者可以作為選擇教學活動及組織教學資源的依據 3、教學者可以作為評量學生的基礎或依據 Bloom'sTaxonomy 　 The CognitiveProcessDimension TheKnowledge Dimension Remember Understand Apply Analyze Evaluate Create Factual Knowledge List Summarize Classify Order Rank Combine Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose Meta- Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize 　 　  FactualKnowledge FactualKnowledge Thebasicelementsstudentsmustknowtobeacquaintedwitha disciplineorsolveproblemsinit. Knowledgeofterminology technicalvocabulary,musicalsymbols Knowledgeofspecificdetailsandelements Majornaturalresources,reliablesourcesofinformation 　 Remember Remember Retrieverelevantknowledgefromlong-termmemory. Recognizing RecognizethedatesofimportanteventsinUShistory. Recalling RecallthedatesofimportanteventsinUShistory. List Toidentifythenames,professionalidentities,andideasoftwoorthree ofthemajorwesternsexologists 　 Understand Understand Constructmeaningfrominstructionalmessages,includingoral, written,andgraphiccommunication. Interpreting Paraphraseimportantspeechesanddocuments Exemplifying Giveexamplesofvariousartisticpaintingstyles Classifying Classifyobservedordescribedcasesofmentaldisorders) Summarizing Writeashortsummaryoftheeventsportrayedonvideotapes) Inferring Inlearningaforeignlanguage,infergrammaticalprinciplesfrom examples) Comparing Comparehistoricaleventstocontemporarysituations) Explaining Explainthecausesofimportanteighteenth-centuryeventsinFrance 　 Apply Apply Carryoutoruseaprocedureinagivensituation Executing Divideonewholenumberbyanotherwholenumber,bothwithmultiple digits. Implementing DetermineinwhichsituationsNewton'ssecondlawisappropriate. 　 Analyze Analyze Breakmaterialintoconstituentpartsanddeterminehowpartsrelate tooneanotherandtoanoverallstructureorpurpose. Differentiating Distinguishbetweenrelevantandirrelevantnumbersinamathematical wordproblem) Organizing Structureevidenceinahistoricaldescriptionintoevidenceforor againstaparticularhistoricalexplanation Attributing Determinethepointofviewoftheauthorofanessayintermsofhis orherpoliticalperspective 　 Evaluate Evaluate Makejudgementsbasedoncriteriaandstandards. Checking Determinewhetherascientists'conclusionsfollowfromobserveddata Critiquing Judgewhichoftwomethodsisthebestwaytosolveagivenproblem. 　 Create Create Putelementstogethertoformacoherentorfunctionalwhole; reorganizeelementsintoanewpatternorstructure. Generating Generatehypothesestoacountforanobservedphenomenon Planning Planaresearchpaperonagivenhistoricaltopic Producing Buildhabitatsforcertainspeciesforcertainpurposes 　 ConceptualKnowledge ConceptualKnowledge Theinterrelationshipsamongthebasicelementswithinalarger structurethatenablethemtofunctiontogether. Knowledgeofclassificationsandcategories periodsofgeologictime Knowledgeofprinciplesandgeneralizations Pythagoreantheorem,lawofsupplyanddemand Knowledgeoftheories,modelsandstructures theoryofevolution,structureofcongress 　 ProceduralKnowledge ProceduralKnowledge Howtodosomething,methodsofinquiry,andcriteriaforusing skills,algorithms,techniques,andmethods. Knowledgeofsubject-specificskillsandalgorithms paintingwithwatercolors,whole-numberdivision Knowledgeofsubject-specifictechniquesandmethods interviewingtechniques,scientificmethod Knowledgeofcriteriafordeterminingwhentouseappropriate procedures whentoapplyNewton'ssecondlaw,whentouseaparticularmethodof estimation 　 Meta-CognitiveKnowledge Meta-CognitiveKnowledge Knowledgeofcognitioningeneralaswellasawarenessandknowledge ofone'sowncognition. Strategicknowledge outliningasameansofcapturingthestructureofaunitofsubject matterinatextbook Cognitivetasks knowledgeofthedifferenttypesoftests,cognitivedemandsof differenttasks Self-knowledge knowledgethatcritiquingessaysisapersonalstrength,whereas writingessaysisapersonalweakness;awarenessofone'sownknowledge level 　 Summarize Summarizeanarticle,speechorbookinthestudentsownwords. 　 　 Classify Understandfundraisingandgrant-makingasfunctionofthe donor/beneficiaryrelationshipandtoapplytheoreticalprinciplestothe actoffundraising. 　 Order Studentswillbeabletoplaceimportanteventsintheorderinwhich theyhappened. 　 Rank Studentswillbeabletorankcurrentpoliticalissuesonhowtheyfeel emphasisshouldbeplaced. 　 Combine Studentswillbeabletocombinehealthyingredientsintoanentiremeal. 　 Describe Describethehistory(andpre-history)ofwildlandfire. 　 Interpret Considertheconnectionbetweenstructureofthelandscapeandfunction ofecosystemswithinthatlandscape. 　 Experiment Usethechemistryandcompositionoffoodstoexplainhowitrelatesto thequalityofafoodproduct. 　 Explain Explainwhyanunderstandingofwildlandfireecologyisimportant. 　 Conclude Givenasetofoccurances,studentswillbeabletoconcludewhich outcomeismostlikely. 　 Plan Studentswillmakepersonalandprofessionaldecisionsregardingtheir ownparticipationwithnon-profitorganizations,thirdsectorprofessions, citizenleadership,voluntaryaction,philanthropicstudiesandresearch, graduateeducation,volunteeringandgiftingandotherphilanthropic activities. 　 Tabulate Studentswillbeabletodemonstrateknowledgeofeachstepabilltakes onitswaythroughthelegislativesystem. 　 Predict Predictthefutureofpoliticalactivismamongcertaindemographicgroups intheUnitedStates 　 Calculate Deviseandputintouse,amethodofcountingvotesinanelection. 　 Differentiate Differentiatebetweenthetermsgenderandsex andunderstandthedifferences. 　 Conclude Studentswillbeabletodrawconclusionsbasedontheirknowledgeofhow asystemworks. 　 Compose Givenasetofguidelines,studentswillbeabletocomposepoetrywhich followsthecontraintssetout. 　 AppropriateUseofTerms UsetheScienceofFoodsterminologyinrelationtodiscussingfoodsor foodproducts. 　 Execute Asaresultofthisclass,studentswillbeabletoexecuteand demonstratetoothers,complexconservationtechniquesintheirownarea. 　 Construct Completeatheme-basedorplace-basedhistoricalreconstructionofa topicorsite. 　 Achieve Studentswillachievealevelofunderstandingregardingtheirpersonal lifestylesandhowthechoicestheymakeintheirownliveschangethe environment. 　 Action Applyconceptslearnedinclasstoimplementarecyclingprogram. 　 Actualize Engageinactivismonbehalfofsocialjusticeforwomen. 後設認知(Metacognition)，又名"Knowledge ofknowledge","Learningoflearning"， 是一種個人控制及引導心智歷程的現像。

利用這種現像，我們可以用之於學習策略，讓學生瞭解到自己的思想模式之同時，透過控制自己的思想模式，從而達至果效的學習方法。

這個名詞由Swartz及Perkins發明及定義。

(Burke, 1999,p.128;asquotedfromBarell,1992,p.258)簡單一點來講，就是對自己的認知過程(包括：記憶、perception、計算, 聯想等各項)的思考。

後設認知可以分成兩大類： explicit,conscious, factualknowledge; implicit,unconscious, proceduralknowledge. 後設認知策略: 1.促進編碼:頭字語、關鍵字、提供習題、摘要、前導組體 2.促進儲存與檢索記憶 (1)添加語文敘述:重要概念的比較、回答推論性的問題、摘要敘述 (2)心像法：場所記憶法 (熟悉的場所) (3)關鍵字系統 (字與圖像，法文奶油beurre和英文bear類似; dolphin，圖像為一個人在盜墳; ) (4)聯想法：奶油蒼蠅(butterfly--蜻蜓); 米餃子(ricedumpling--粽子) (5)字首組合法(K.I.S.S.): 沖脫泡蓋送(燙傷處理法) 氫鋰鈉鉀銣銫→請你啦,假如設法  鈹鎂鈣鍶鋇鐳→皮美蓋絲被(皮膚要美麗就要蓋蠶絲被)  n nn 記憶術