基于布卢姆认知目标过程维度的高中英语词汇课教学设计

田志保

关键词：布卢姆认知目标过程维度；词汇课；教学设计

中图分类号：G633.41 文献标识码：B 文章编号：1009-010X（2018）14-0038-06

一、布卢姆认知目标过程维度理论简介

本杰明·布卢姆（Benjamin Bloom）是美国杰出的心理学家和教育学家。布卢姆认知目标过程维度指依据认知复杂程度从低级到高级的六个认知过程，即：记忆、理解、应用、分析、评价和创造。

（一）记忆（Remembering）

主要指记忆知识，对学过的知识和有关材料能识别和再现或提取。这一目标要求学生能做到：确认、定义、选择、默写、背诵等。

（二）理解（Understanding）

理解可以被看成是通向迁移的桥头堡。不管是口头的、书面的信息还是图表图形的信息，不管是通过讲授、阅读还是观看等方式，当学习者能够从教学内容中建构意义时，就算是理解了。理解包括：解释、举例、分类、总结、推断、比较和说明。

（三）应用（App1ying）

指把所学的知识应用于新情境。这一目标要求学生能做到：列举、计算、设计、示范、运用、操作、解答实际问题等。

（四）分析（Analyzing）

分析是指将材料分解为其组成部分并且确定这些部分是如何相互关联的。分析包括：区分、组织和归属。

（五）评价（Evaluating）

评价是依据准则和标准来作出判断。评价包括核查和评判。核查的替换说法是“检验”，评判的替换说法是“判断”。

（六）创造（Creating）

是将要素整合为一个内在一致或功能统一的整体。这一整体往往是新的“产品”。这里所谓的新产品，强调的是综合成一个整体，而不完全是指原创性和独特性。

以上六个学习层次是由浅入深、由低到高的过程。浅层学习的认知水平停留在第一、二层，而深度学习的认知水平对应着后面的四层。

二、基于布卢姆认知目标过程维度的英语词汇教学设计说明

下面以在教育部组织的全国“一师一优课，一课一名师”晒课活动中笔者自己获得的省级优课——词汇课教学设计来展示基于布卢姆认知目标过程维度的英语词汇教学设计。该模块是人教版高中英语必修1 Unit 3 New words。

根据《高中英语新课程标准》培养学生四大核心素养（语言能力、文化品格、思维品质和学习能力）的要求，本节课的三维教学目标是：结合单词的音、形、义，掌握一些重点单词、句型；懂得如何在句子层面和语篇层面去使用它们；培养学生自主、合作、探究学习能力以及热爱和保护大自然的情操。

本单元话题为“旅游”，主要描写了一段沿湄公河而下的自行车旅行。教学对象是高一学生，他们对旅游话题不陌生，但对识记相关的单词句型并运用它们写旅游日志感到困难，同时大部分学生感到传统的词汇课枯燥单调，这也正是本课要解决的问题，是本课的重、难点。为此，采取以下教学策略完成教学目标：依据布卢姆认知目标过程从低到高的六个维度，从浅层学习的认知水平——记忆、理解，逐步过渡到深度学习的认知水平——应用、分析、评价和创造。围绕单词的音、形、义、用四个方面，设计本节词汇课。

首先，记忆。先学后教，先让学生自读生词，初步记忆，然后再听单词录音，识别、确认并纠正读音错误，从而达到准确记忆。

其次，理解。包括分类理解记忆、解释、比较、推断、总结。深入挖掘教材，根据本单元所学生词的特点，从单词的形、义、用三方面，将黑体词（determine虽不是黑体词，但高考考查到该词，属高频词，故列为重点词）按构词法等分为五类（组），用五种方法分类记忆，避免枯燥单调。英英释义单词，培养学生的英语思维。然后让学生自己通过比较、推断，进行总结。

再次，应用和分析。将所学生词应用于新情境。采取以下教学设计：活动任务设置梯度，进行分层教学；充分利用非语言材料——精选20多幅图片（大部分选自笔者家乡旅游景点），激发兴趣、降低难度，培养学生热爱和保护大自然的情操；练习形式多样，由词到句、由句到篇；“整合内容”，整合精选课文Reading中的句子作为练习题和例句，为学习课文打下基础。

然后，创造、“生成”。 通过语篇填空和单句翻译并连句成文，让学生学会在句子层面和语篇层面创造性地使用所学生词。找准学生的最近发展区，设置有难度的问题，利用小组活动解决，培养学生自主、合作、探究的学习精神。

最后，评价（Evaluating）（课下完成）。多元评价，自评、互评、师评相结合。

三、教学过程（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（設计意图）：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.

以上這两步教学设计初步完成了布卢姆认知目标过程浅层学习的认知水平——记忆、识别和确认。

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（否定前缀）

2.forecast = fore +cast（计算）

eg：foretell， foresee

fore-：_________Key：before（在前，预先）

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

这一步教学设计完成了布卢姆认知目标过程浅层学习的认知水平——分类理解。

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 【归纳】：

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.

学生活动设计：学生大声读出句子，在导学案的引导下归纳出单词的用法结构。

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.

这一步教学设计完成了布卢姆认知目标过程浅层学习的认知水平——理解、解释、比较、推断和总结。

Task 3 Group Three：

Learn by pictures. （5 mins）

1. ever since

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

（I joined a Group multi-worlds（驴友团） 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【活学活用】：

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（驴友团），I ___________（visit） Huhu Water， Tiangui Mountain， etc.

（I _________ （join） a Group multi-worlds（驢友团） 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. 毕业生 vi. 毕业

graduate from毕业于

Practice：（略）

Purpose（设计意图）：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）

链接高考

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 浙江卷改编）

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湖北卷改编）

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

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

以上这几步教学设计完成了布卢姆认知目标过程深层学习的认知水平——应用和分析。将所学生词应用于新情境，在运用过程中，进行分析、辨别、选择。

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.我姐王薇如此固执，以至于没有人能说服她改变主意。（stubborn， persuade， change ones mind）

2.现在她正在为我们这次旅途制定计划。（schedule， journey）

3.我对这次旅途计划很感兴趣，想关心了解更多细节。（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.

這两步教学设计完成了布卢姆认知目标过程深层学习的认知水平——创造、“生成”。通过语篇填空和单句翻译并连句成文，让学生学会在句子层面和语篇层面创造性地使用所学生词。

Step 5. Revision and Summary（回顾总结）（1.5 mins）

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

这一步教学设计完成了布卢姆认知目标过程浅层学习的认知水平：记忆和深层学习的认知水平——创造，注意这里的创造，强调的是综合成一个整体，而不完全是指原创性和独特性。

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.

这步教学设计完成了布卢姆认知目标过程深层学习的认知水平——应用、创造、“生成”。

Blackboard-writing design（板书设计略）

四、教学反思（Reflection after teaching）

一节好课的产生必须建立在对教材的深入思考和挖掘上，同时还要兼顾学生的学情。本节课依据布卢姆认知目标过程从低到高的六个维度进行设计，从实际授课效果来看，本节课教学设计合理、符合学生学习兴趣，很好地完成了教学目标。但由于时间紧、任务重，尽管活动任务设置了梯度、进行了分层教学，但基础差的学生跟起来有点困难，时间久了，他们会丧失信心，不利于英语学习。针对这种情况，除了多鼓励帮助基础薄弱生并加强小组间的合作外，还应在教学设计上多下功夫研究，着重培養基础薄弱生的浅层学习的认知水平——记忆、理解，然后再逐步深入，力争让每一个学生都不掉队。

总之，布卢姆认知目标过程维度将学习、教学和评价紧密联系起来，为指导教学实践供提了广阔空间，也为落实新课程标准提供了便利。