{"id":976,"date":"2010-06-10t21:37:06","date_gmt":"2010-06-10t21:37:06","guid":{"rendered":"\/\/www.imrbdigital.com\/"},"modified":"2022-03-17t10:19:40","modified_gmt":"2022-03-17t15:19:40","slug":"blooms-taxonomy","status":"publish","type":"page","link":"\/\/www.imrbdigital.com\/guides-sub-pages\/blooms-taxonomy\/","title":{"rendered":"bloom’s taxonomy"},"content":{"rendered":"\n\n\n
by patricia armstrong<\/em><\/td>\nprint version<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
cite this guide:<\/strong> armstrong, p. (2010). bloom’s taxonomy. 瑞士vs喀麦隆走地 2022年世界杯中国小组赛积分. retrieved [todaysdate] from \/\/www.imrbdigital.com\/guides-sub-pages\/blooms-taxonomy\/.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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background information<\/a> | the original taxonomy<\/a> | the revised taxonomy<\/a> | why use bloom’s taxonomy?<\/a> | further information<\/a><\/p>\n

\"bloom's<\/a><\/p>\n

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<\/a>background information<\/h2>\n

in 1956, benjamin bloom with collaborators max englehart, edward furst, walter hill, and david krathwohl published a framework for categorizing educational goals: taxonomy of educational objectives<\/em>. familiarly known as bloom’s taxonomy<\/a>, this framework has been applied by generations of k-12 teachers and college instructors in their teaching.<\/p>\n

the framework elaborated by bloom and his collaborators consisted of six major categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. the categories after knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.<\/p>\n

while each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.<\/p>\n

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<\/a>the original taxonomy (1956)<\/h2>\n

here are the authors’ brief explanations of these main categories in from the appendix of taxonomy of educational objectives <\/em>(handbook one<\/em>, pp. 201-207):<\/p>\n