中国电化教育

教育目标分类是教育教学实践尤其是教育目标制定的有效框架。1956年,布卢姆发表经典的教育目标分类理论,将教育目标分为"认知、动作技能和情感"三大领域,成为教育领域的一个重要理论。此后随着脑科学、教育理论、心理学、社会学等学科的不断发展,很多学者陆续将教育目标分类理论进行细化、修订或创新。其中,人际交往领域作为独立于认知、动作技能、情感三大领域之外的另一类教育目标,逐渐步入了学者们的研究视野。该文认为,在原有的三大目标领域之外增添人际交往领域目标具有其合理性、必要性和迫切性,并对此进行了理论上的论证。最后,该文从技能分类视角划分了人际交往领域的具体层级目标,通过分析人际交往过程中需要用到的基本技能类型,将人际交往领域划层级分为知觉技能、沟通技能、合作技能、领导技能、自我调节技能这五个子类。

Classification framework of Educational objectives is an effective tool to design learning and teaching. In 1956, B·S·Bloom published his well-known work—the taxonomy of educational objectives, which covers cognitive, affective and psychomotor domains of learning objectives. While the theories of the brain science, education psychology, sociology and other research are developing rapidly, many researchers have been carrying out further study on the basis of Bloom's taxonomy. The interpersonal domain started to attract researcher's attention. By tracking several theories, we justify that it is reasonable and necessary to take the interpersonal domain objective into consideration. Besides, through analyzing the basic skills people use in the interpersonal communication process, we classify the interpersonal domain objective into five levels: Perceptual skills, Communication Skills, Cooperative skills, Leadership skills and Self-regulation Skills.