基于布盧姆認知目標過程維度的高中英語詞匯課教學設計

田志保

關鍵詞：布盧姆認知目標過程維度；詞匯課；教學設計

中圖分類號：G633.41 文獻標識碼：B 文章編號：1009-010X（2018）14-0038-06

一、布盧姆認知目標過程維度理論簡介

本杰明·布盧姆（Benjamin Bloom）是美國杰出的心理學家和教育學家。布盧姆認知目標過程維度指依據認知復雜程度從低級到高級的六個認知過程，即：記憶、理解、應用、分析、評價和創造。

（一）記憶（Remembering）

主要指記憶知識，對學過的知識和有關材料能識別和再現或提取。這一目標要求學生能做到：確認、定義、選擇、默寫、背誦等。

（二）理解（Understanding）

理解可以被看成是通向遷移的橋頭堡。不管是口頭的、書面的信息還是圖表圖形的信息，不管是通過講授、閱讀還是觀看等方式，當學習者能夠從教學內容中建構意義時，就算是理解了。理解包括：解釋、舉例、分類、總結、推斷、比較和說明。

（三）應用（App1ying）

指把所學的知識應用于新情境。這一目標要求學生能做到：列舉、計算、設計、示范、運用、操作、解答實際問題等。

（四）分析（Analyzing）

分析是指將材料分解為其組成部分并且確定這些部分是如何相互關聯的。分析包括：區分、組織和歸屬。

（五）評價（Evaluating）

評價是依據準則和標準來作出判斷。評價包括核查和評判。核查的替換說法是“檢驗”，評判的替換說法是“判斷”。

（六）創造（Creating）

是將要素整合為一個內在一致或功能統一的整體。這一整體往往是新的“產品”。這里所謂的新產品，強調的是綜合成一個整體，而不完全是指原創性和獨特性。

以上六個學習層次是由淺入深、由低到高的過程。淺層學習的認知水平停留在第一、二層，而深度學習的認知水平對應著后面的四層。

二、基于布盧姆認知目標過程維度的英語詞匯教學設計說明

下面以在教育部組織的全國“一師一優課，一課一名師”曬課活動中筆者自己獲得的省級優課——詞匯課教學設計來展示基于布盧姆認知目標過程維度的英語詞匯教學設計。該模塊是人教版高中英語必修1 Unit 3 New words。

根據《高中英語新課程標準》培養學生四大核心素養（語言能力、文化品格、思維品質和學習能力）的要求，本節課的三維教學目標是：結合單詞的音、形、義，掌握一些重點單詞、句型；懂得如何在句子層面和語篇層面去使用它們；培養學生自主、合作、探究學習能力以及熱愛和保護大自然的情操。

本單元話題為“旅游”，主要描寫了一段沿湄公河而下的自行車旅行。教學對象是高一學生，他們對旅游話題不陌生，但對識記相關的單詞句型并運用它們寫旅游日志感到困難，同時大部分學生感到傳統的詞匯課枯燥單調，這也正是本課要解決的問題，是本課的重、難點。為此，采取以下教學策略完成教學目標：依據布盧姆認知目標過程從低到高的六個維度，從淺層學習的認知水平——記憶、理解，逐步過渡到深度學習的認知水平——應用、分析、評價和創造。圍繞單詞的音、形、義、用四個方面，設計本節詞匯課。

首先，記憶。先學后教，先讓學生自讀生詞，初步記憶，然后再聽單詞錄音，識別、確認并糾正讀音錯誤，從而達到準確記憶。

其次，理解。包括分類理解記憶、解釋、比較、推斷、總結。深入挖掘教材，根據本單元所學生詞的特點，從單詞的形、義、用三方面，將黑體詞（determine雖不是黑體詞，但高考考查到該詞，屬高頻詞，故列為重點詞）按構詞法等分為五類（組），用五種方法分類記憶，避免枯燥單調。英英釋義單詞，培養學生的英語思維。然后讓學生自己通過比較、推斷，進行總結。

再次，應用和分析。將所學生詞應用于新情境。采取以下教學設計：活動任務設置梯度，進行分層教學；充分利用非語言材料——精選20多幅圖片（大部分選自筆者家鄉旅游景點），激發興趣、降低難度，培養學生熱愛和保護大自然的情操；練習形式多樣，由詞到句、由句到篇；“整合內容”，整合精選課文Reading中的句子作為練習題和例句，為學習課文打下基礎。

然后，創造、“生成”。 通過語篇填空和單句翻譯并連句成文，讓學生學會在句子層面和語篇層面創造性地使用所學生詞。找準學生的最近發展區，設置有難度的問題，利用小組活動解決，培養學生自主、合作、探究的學習精神。

最后，評價（Evaluating）（課下完成）。多元評價，自評、互評、師評相結合。

三、教學過程（Teaching procedures）

Step 1： Lead-in and present the Learning Goals. （ 1 min）

1.Lead in by asking the students to look at the pictures and guess what they are doing in the pictures.

Purpose（設計意圖）：to arouse the Ss interest in learning words.

2.Present the Learning Goals and let Ss read them aloud.

Learn the new words in five ways. At the end of the class we can：

（1）pronounce the new words correctly.

（2）know exactly what the key words mean.

（3）grasp them and know how to use them in sentences.

Purpose：To make Ss clear and definite the Learning Goals.

Step 2：Reading， listening and correcting （6 mins）

Task 1：Read the new words by yourself and underline the difficult ones.（2 mins）

Task 2：Listen to the recorder and correct your pronunciation.（4 mins）

Purpose：Teaching after learning. Listen to the recorder with questions. Thus it can help Ss learn the pronunciations of the new words effectively and read the new words correctly.

以上這兩步教學設計初步完成了布盧姆認知目標過程淺層學習的認知水平——記憶、識別和確認。

Step 3：Learn the key new words and expressions in five ways.

Task 1： Group One ： Learn by the word formation. （2 mins）

1.disadvantage = dis + advantage

eg：dislike， dishonest， disappear， disagree

dis-：_____ Key： negative prefix（否定前綴）

2.forecast = fore +cast（計算）

eg：foretell， foresee

fore-：_________Key：before（在前，預先）

Purpose：To make Ss remember new words quickly by the word formation.

這一步教學設計完成了布盧姆認知目標過程淺層學習的認知水平——分類理解。

Task 2 Group Two ： Learn by observing sentences. （5 mins）

1.prefer： to like sb. or sth. better

① I prefer Tuoliang （to Tiangui Mountain.）

I prefer climbing Tuoliang（to climbing Tiangui Mountain.）

I prefer to climb Tuoliang （rather than （to） climb / instead of climbing Tiangui Mountain.）

I prefer my friend to climb Tuoliang.

② I prefer the Yellow River （to the Mekong River.）

I prefer traveling along the Yellow River （to traveling along the Mekong River.）

I prefer to take a bike trip along the Yellow River（rather than （to） take / instead of taking a train trip.）

I prefer my friend to take a bike trip.

Summary 【歸納】：

prefer A （to B）

prefer doing A （to doing B）

prefer to do A（rather than （to） do B / instead of doing B）

prefer sb to do sth

2.persuade： cause sb. to do sth. by arguing or reasoning with him

Wang Wei persuaded her sister to buy a mountain bike.

Wang Wei persuaded her sister into buying a mountain bike.

Persuade： cause sb. to believe sth. or feel sure about sth.

Wang Wei persuaded her sister （of the fact that riding was great fun.）

Her sister was persuaded （of the fact that riding was great fun.）

Wang Wei persuaded her sister that riding a bicycle was great fun.

Summary ：

persuade sb. to do / into doing sth.

persuade sb. not to do / out of doing sth.

persuade sb. （of sth.）

sb. be persuaded （of sth.）

persuade sb. that clause

3.determine：decide， make sb. decide to do sth.， decide firmly that sth. will be done

I determined to buy a mountain bike at once.

Her advice determined me to buy a mountain bike at once.

I determined on / upon buying an expensive mountain bike.

determined：with ones mind firmly made up

I am determined to buy an expensive mountain bike.

Summary ：

determine to do sth.

determine sb. to do sth.

determine on / upon doing sth.

be determined to do sth.

學生活動設計：學生大聲讀出句子，在導學案的引導下歸納出單詞的用法結構。

Purpose：To ask Ss to read the sentences and observe the meaning and use of the words. To cultivate the Ss ability to inquiry and generalize. Meanwhile to improve the Ss ability to explain English in English and to enable Ss to know exactly what key words mean and know how to use them in sentences.

這一步教學設計完成了布盧姆認知目標過程淺層學習的認知水平——理解、解釋、比較、推斷和總結。

Task 3 Group Three：

Learn by pictures. （5 mins）

1. ever since

Ever since I joined a Group multi-worlds（驢友團）， I have dreamed about my first trip.

（I joined a Group multi-worlds（驢友團） and have dreamed about my first trip ever since.）

Summary ：

Ever since sb. did sth. sb.have/has done sth.

Sb. did sth. and have / has done sth. ever since.

Practice【活學活用】：

The Chinese___________________ （live） a happy life ever since the founding of New China.

Keys： have lived / have been living

Ever since I______（join） a Group multi-worlds（驢友團），I ___________（visit） Huhu Water， Tiangui Mountain， etc.

（I _________ （join） a Group multi-worlds（驢友團） and______________（visit）Huhu Water， Tiangui Mountain， etc.__________.）

Key： joined， have visited； joined， have visited， ever since.

2.graduate

The graduates graduated from a famous university and after graduation / graduating， they went to build their hometown .

Summary：

graduate n. 畢業生 vi. 畢業

graduate from畢業于

Practice：（略）

Purpose（設計意圖）：Most pictures are taken from tourist attractions in my county and Ss are familiar with them. So it can arouse the Ss interest and curiosity in learning new words， thus making them easy to grasp. Meanwhile to let students appreciate， protect natural scenery around us and love our hometown.

Task 4： Group Four

Learn by comprehending a passage with beautiful pictures. （6 mins）

A trip to Tuoliang Mountain

This summer vacation I made up my mind to stay home and review the subjects I was weak in. But one day when my friend came to see me and suggested that we join a Group multi-worlds and go to Tuoliang Mountain located in our county， I changed my mind and went together with him. We made a schedule and organized the trip. I wanted to pay the bus fare， but my friend insisted. Finally， I gave in and let him pay it.

The journey to Tuoliang was so exciting. The flowing stream in the valley， all kinds of waterfalls， thick forests， genting grassland， flowers， sea of clouds and the top of the mountain whose altitude is 2281metres are beautiful and fantastic. We put up our tents on the mountain top and made camp for the night. And we were fond of what we saw at midnight when everything looked like from a dream.

Purpose：The beautiful pictures are taken from Tuoliang in our county and Ss are familiar with them. So it can arouse the Ss interest and help them to learn the new words， thus making them easy to grasp. Meanwhile to let students appreciate， protect natural scenery around us， love our hometown and call on others to protect nature. Learning the new words in discourse understanding helps to improve the Ss ability of reading comprehension and using English practically.

Practice： （Group work）

Use the words and expressions just learned to take the place of the underlined words.

1.Li Ping likes traveling by bike.

2.He arrived home rather late at night.

3.The exhibition was successful because Li Ping planned and carried it out so well.

4.In order to improve my math， I made a timetable to remind myself of what to do at certain time.

5.He wanted to go on a bike trip himself but his parents didnt agree. He said that he wouldnt give up his decision.

Key： 1. is fond of / prefers；2.at midnight；3. organized it；4.schedule；5. give in/ change his mind

Purpose：By using synonyms，we can provide the students with various ways to express themselves in English and enlarge Ss vocabulary.

Task 5：Group Five： Learn by explanation. （1 min）

Match the new words and expressions with their meanings.

1.transport A way of thinking or behaving

2.care about B in the usual manner， as is common

3.attitude C being thought to be trusted or depended on

4.as usual D to take sth./sb. from one place to another in a vehicle（交通工具）

5.reliable E be worried， interested or concerned

Key：1.D 2.E 3.A 4.B 5.C

Purpose：To improve the students ability to explain English in English and enable them to know exactly what key words mean.

Step 4 A quiz （Group work）（12 mins）

鏈接高考

Choose the correct forms of the words or phrases below to complete the sentences.

prefer， make up ones mind， finally， determine

1.Do you think shopping online will ______ take the place of shopping in stores？ （2010 浙江卷改編）

2.When asked about their opinion about the schoolmaster， many teachers would _______ to see him step aside in favor of （支持）younger men. （2011湖北卷改編）

3.___________to do this on my own， I spent several weeks going door-to-door for a job， but found little response（反應；回答）.（2011安徽卷改編）

Key：1. finally 2. prefer 3. Determined

Ⅱ. Change the sentence pattern.

1.We have decided to make camp on the mountain top.

We have __________ to make camp on the mountain top.

We have _________________to make camp on the mountain top.

2.He went abroad after he graduated.

He went abroad ______________________.

Key：1. determined， made up our mind 2. after graduating / graduation

以上這幾步教學設計完成了布盧姆認知目標過程深層學習的認知水平——應用和分析。將所學生詞應用于新情境，在運用過程中，進行分析、辨別、選擇。

Ⅲ. Discourse filling

____ middle school， my sister Wang Wei and I have dreamed about taking a great bike trip. After____ from college， she p____ me to buy a mountain bike and we f____got the chance to do it. She insisted she____（organize） the trip. I know once she has _____ up her mind， nothing can change it. So I had to ____in. Several days later， our great bike trip began.

Key：（Ever） since， graduating， persuaded， finally， organize， made， give

Ⅳ. Translating and then making a passage

1.我姐王薇如此固執，以至于沒有人能說服她改變主意。（stubborn， persuade， change ones mind）

2.現在她正在為我們這次旅途制定計劃。（schedule， journey）

3.我對這次旅途計劃很感興趣，想關心了解更多細節。（be fond of， care about details）

Key： My older sister Wang Wei is so stubborn that no one can persuade her to change her mind. Now she is planning our schedule for the journey，which I am fond of. So I want to care more about details.

這兩步教學設計完成了布盧姆認知目標過程深層學習的認知水平——創造、“生成”。通過語篇填空和單句翻譯并連句成文，讓學生學會在句子層面和語篇層面創造性地使用所學生詞。

Step 5. Revision and Summary（回顧總結）（1.5 mins）

In this class we have learned：1.Word formation... 2. Idiomatic expressions...

這一步教學設計完成了布盧姆認知目標過程淺層學習的認知水平：記憶和深層學習的認知水平——創造，注意這里的創造，強調的是綜合成一個整體，而不完全是指原創性和獨特性。

Step 6. Homework（0.5 min）

Required homework

1.Write a travel journal modeled after A trip to Tuoliang Mountain using words learned in this class.

2.Finish the exercises for words on Page 20 in the textbook.

Optional homework

1.Preview the Reading to get its general idea. Pay attention to words learned in this class and make a mark where you have any questions.

2.Enjoy the song Tuoliang in My Dream after class.

這步教學設計完成了布盧姆認知目標過程深層學習的認知水平——應用、創造、“生成”。

Blackboard-writing design（板書設計略）

四、教學反思（Reflection after teaching）

一節好課的產生必須建立在對教材的深入思考和挖掘上，同時還要兼顧學生的學情。本節課依據布盧姆認知目標過程從低到高的六個維度進行設計，從實際授課效果來看，本節課教學設計合理、符合學生學習興趣，很好地完成了教學目標。但由于時間緊、任務重，盡管活動任務設置了梯度、進行了分層教學，但基礎差的學生跟起來有點困難，時間久了，他們會喪失信心，不利于英語學習。針對這種情況，除了多鼓勵幫助基礎薄弱生并加強小組間的合作外，還應在教學設計上多下功夫研究，著重培養基礎薄弱生的淺層學習的認知水平——記憶、理解，然后再逐步深入，力爭讓每一個學生都不掉隊。

總之，布盧姆認知目標過程維度將學習、教學和評價緊密聯系起來，為指導教學實踐供提了廣闊空間，也為落實新課程標準提供了便利。