华东师范大学学报(教育科学版) ›› 2019, Vol. 37 ›› Issue (2): 63-72.doi: 10.16382/j.cnki.1000-5560.2019.02.008

• 基本理论与基本问题 • 上一篇    下一篇

布鲁姆教育目标分类学批判

冯友梅, 李艺   

  1. 南京师范大学教育科学学院, 南京 210097
  • 出版日期:2019-03-20 发布日期:2019-03-21
  • 基金资助:
    江苏省研究生科研与实践创新计划项目"聚焦核心素养的教育目标分类体系构建研究"(KYCX17_1016)。

Criticism on Bloom's Taxonomy of Educational Objectives

Feng Youmei, Li Yi   

  1. School of Education Science, Nanjing Normal University, Nanjing 210097, China
  • Online:2019-03-20 Published:2019-03-21

摘要: 既往针对布鲁姆(类)教育目标分类工作的批判,大多集中在教育学或心理学角度,且对两者不予区分,视野稍显狭窄,不能洞察全局,亦不能把握要害。本文尝试从分类学、教育学、心理学及认识论四个方面,层层推进展开综合批判:分类学立场上,没有给出"类"的生成机制,故不能真正称为"学",仅可称为分类框架;教育学立场上,将本来应作为一个整体发展的人切割成多个独立部分(领域),理论上陷入只分析无综合的误区,也给教学实践以误导;心理学角度,止于对业已达成的外在行为状态的表面描绘,未能触及学习者认识及发展的内在本质;认识论角度,作为布鲁姆(类)分类学的直接理论依据,认知心理学(信息加工理论)的认识论基础十分混乱,且无到哲学层面寻找认识之本质的自觉意识,无对处于认识论最高水平的发生认识论之知识观的继承,这是所有问题的根源所在。

关键词: 布鲁姆, 教育目标分类学, 发生认识论, 知识观, 认知心理学

Abstract: Bloom's taxonomy of educational objectives has been criticized frequently, but most of the criticism focuses on the perspective of pedagogy, rather than a holistic vision or insight. This paper attempts to offer comprehensive criticism from four aspects:taxonomy, pedagogy, psychology and epistemology. From taxonomy angle, the generation mechanism of "category" is not given, so it can only be called the "classification framework", not "taxonomy". From the aspect of education, the person who should have been developed as a whole is cut into a number of independent parts (fields), causing misunderstanding in theory and misleading in teaching practice. From psychological angle, its superficial depiction fails to touch the very nature of learners' development. From the aspect of epistemology, the epistemological basis of cognitive psychology, which serves as the direct theoretical basis of Bloom's taxonomy, is very confusing, lack of self-consciousness to explore the essence of cognition philosophically. This does not inherit the core thought of the high-level genetic epistemology, which is the root of all the above problems.

Key words: Bloom, taxonomy of educational objectives, genetic epistemology, knowledge-based view, cognitive psychology