Placeholder Image

字幕列表 影片播放

自動翻譯
  • Bloom's Taxonomy is a toolbox that teachers or students can use to classify

    布盧姆分類法是一個工具箱,教師或學生可以用它來分類。

  • and organize learning objectives. It's most popular version is based on the

    並組織學習目標。它最受歡迎的版本是基於

  • cognitive domain and assumes that learning should be structured from easy

    認知領域,並認為學習的結構應從簡單的

  • to difficult in the following six steps: One: remember. Two: understand. Three: apply.

    到困難,分以下六個步驟。一:記住。二:理解。三:應用。

  • Four: analyze. Five evaluate. Six: create On the first level we learn to remember.

    四要:分析。五評價。六:創造 在第一個層面上,我們要學會記憶。

  • There is just rote memorization and recollection of facts without much

    只有死記硬背和對事實的回憶,沒有太多的內容

  • understanding, for example if we learn about lemons we want to remember the

    理解,比如我們學習檸檬,我們要記住的是

  • name, shape, color, size and that they are sour

    名稱、形狀、顏色、大小,並且它們是酸的。

  • once we memorise these essentially meaningless facts we move to the second

    一旦我們記住了這些本質上毫無意義的事實,我們就會進入第二步。

  • level of learning. On level two we learn to understand. We begin to decode

    級的學習。在第二層次,我們學會了理解。我們開始解碼

  • information and learn that a lemon is yellow when it's ripe to eat and if we

    資訊,瞭解到檸檬成熟後是黃色的,可以吃,如果我們

  • take a bite that it's really super sour, we also understand that lemons love

    咬一口那真的是超級酸爽,我們也明白檸檬喜歡

  • sunshine and that they contain lots of vitamin C which is a great natural

    陽光,並且它們含有大量的維生素C,是一種很好的天然維生素。

  • antioxidant that keeps us healthy. Now as we really understand a lemon we can work

    抗氧化劑,保持我們的健康。現在,當我們真正瞭解檸檬,我們可以工作。

  • with it. On the third level we apply what we know. We've understood that while

    與它。第三個層面,我們運用我們所知道的。我們已經明白,雖然

  • lemons are sour they are also a great provider of vitamin C. To apply this

    檸檬是酸的,它們也是維生素C的重要提供者。

  • knowledge in a meaningful way we could boil a lemon into hot water and add some

    有意義的知識,我們可以將檸檬放入熱水中煮,然後加入一些。

  • honey, then serve this hot lemon to our sick sister who's in need of treatment.

    蜂蜜,然後把這熱乎乎的檸檬端給我們生病需要治療的姐姐。

  • On the 4th level we learn to analyse, this involves examining and breaking

    在第四個層次上,我們學會了分析,這涉及到檢查和分解

  • down information into components determining how the parts relate to one

    將資訊分解為各個部分,確定各部分之間的關係。

  • another and finding evidence to support generalisations. We study the lemon flesh,

    另一個,並找到證據來支持一般化。我們研究檸檬肉。

  • examine the skin and look at levels of vitamins. We conclude that we can eat

    檢查皮膚,看維生素的含量。我們的結論是,我們可以吃

  • everything inside while the skin tastes bitter and contains traces of toxic

    而皮膚的味道是苦澀的,並含有微量的有毒物質。

  • pesticides it ought not to be consumed.

    不應食用農藥。

  • Now we are ready to evaluate, we analyse, critique and compare. To evaluate our

    現在我們準備好評價,我們分析、責備和比較。為了評估我們的

  • lemon as a good source of vitamins we compare it to other sources such as

    檸檬是維生素的良好來源,我們將其與其他來源進行比較,如

  • oranges and supplements. We look at the following properties: vitamin levels,

    橙子和補充劑。我們看以下特性:維生素含量。

  • affordability, taste and packaging waste. If we evaluate our thoughts critically

    負擔能力、口味和包裝浪費。如果我們認真評估我們的想法

  • and without bias we learn where the lemons score high and where others score

    而不偏不倚,我們就能知道哪裡的檸檬得分高,哪裡的檸檬得分高。

  • higher. Now after we have learned, understood. applied, analysed and

    更高。現在,在我們學習、理解.應用、分析和。

  • evaluated, we are ready to create. As we now really understand lemons also in

    評估後,我們就可以進行創作了。由於我們現在真正瞭解檸檬也在。

  • comparison to similar things we can formulate a plan to create our own

    與同類事物比較,我們可以制定計劃,創造自己的

  • natural lemonate. It's now easy to come up with a cute shop design a good name

    天然檸檬酸。現在很容易想出一個可愛的店面設計一個好名字

  • and a good slogan: "natural, healthy, yummy"

    和一個好的口號:"天然、健康、美味"

  • Bloom's Taxonomy was first created in 1946 by American psychologist Benjamin

    布盧姆分類法最早是由美國心理學家本傑明?

  • Bloom. The revised version from 2001, as just presented, serves as the backbone of

    布盧姆。剛才介紹的2001年的修訂版,是《聯合國憲章》的主幹。

  • many teaching philosophies in particular those that aim towards teaching specific

    眾多的教學理念,特別是那些以教授特定的知識為目標的教學理念。

  • skills. Each level usually comes with a clear learning objective that can be

    技能。每個關卡通常都有一個明確的學習目標,可以是

  • tested. Critics of the taxonomy often questioned the existence of a sequential

    檢驗。分類法的批評者經常質疑是否存在一個順序的

  • hierarchical link between each level. What are your thoughts? Please share them

    各級之間的層級聯繫。您有什麼想法?請分享一下

  • in the comments below

    在下面的評論中

  • Millions of students from all around the globe have watched our Sprouts videos

    來自世界各地的數百萬學生已經觀看了我們的Sprouts視頻。

  • for better learning, thousands of teachers play them in their classrooms

    為了更好的學習,成千上萬的教師在課堂上播放他們的作品

  • to start projects, volunteers on YouTube have translated them to over 25

    志願者們在YouTube上將這些項目翻譯成超過25種語言。

  • languages, our mission is to promote learning by doing in classrooms around

    語文,我們的使命是在課堂上通過實踐來促進學習。

  • the world. If you are a great explainer and a passionate teacher and you want to

    的世界。如果你是一個優秀的講解員,一個充滿激情的老師,你想要

  • help us develop outstanding content contact us, to support our channel with a

    幫助我們開發優秀的內容聯繫我們,以支持我們的管道與我們合作

  • donation visit patreon.com slash sprouts

    捐贈訪問 patreon.com slash sprouts

Bloom's Taxonomy is a toolbox that teachers or students can use to classify

布盧姆分類法是一個工具箱,教師或學生可以用它來分類。

字幕與單字
自動翻譯

影片操作 你可以在這邊進行「影片」的調整,以及「字幕」的顯示

B2 中高級 中文 檸檬 維生素 學習 分析 維生素c 評估

布盧姆分類法。構建學習之旅 (Bloom’s Taxonomy: Structuring The Learning Journey)

  • 7 0
    Summer 發佈於 2020 年 10 月 30 日
影片單字