中国电化教育

就核心素养落地而言,与其相协调的教育目标分类体系至关重要。以此为逻辑前提,该文对核心素养及沿用数十年的布鲁姆风格教育目标分类体系进行了认识论审思,发现二者存在明显矛盾,此矛盾使得后者在前者语境下已不再适用。故该文以皮亚杰发生认识论为依据,重塑教育目标分类体系之基本风格,进而运用"认识论—心理学—教育学"三视角交汇运思方式,阐释与核心素养上下贯通的教育目标分类体系于纵向与横向之生成逻辑及可能样态。同时,该文亦是对业已给出的教育目标"三层结构"模型的力求避免误解的深入解读。

In terms of the implement of key competencies, the matched taxonomy of educational objectives is the key. Taking this as a logical premise, this paper made an epistemological review on key competencies and taxonomies of educational objectives characterized by Bloom's style. The results indicated that there are obvious contradictions between the above two, which makes the latter no longer applicable for the former. Therefore, this paper takes Piaget's genetic epistemology as doctrinal foundation to remold the basic style of the taxonomy of educational objectives, and then explains the engendering logic and possible pattern of taxonomy of educational objectives which will be in harmony with key competencies from vertical and horizontal dimension by integrating epistemology, psychology, and pedagogy. In addition, this paper is also an attempt to make a thorough analysis of the "three-layer structure" model for educational objectives to avoid misunderstanding.