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Bloom's Taxonomy is an educational framework used by instructors to define and categorize learning objectives, skills, and knowledge. It classifies learning into three primary domains: Cognitive (mental skills), Affective (emotional attitudes), and Psychomotor (physical actions), with the goal of moving students from basic rote memorization to higher-order critical thinking. [1, 2, 3, 4]
布魯姆分類法是一種學習框架，用它來定義和分類學習目標、技能和知識。
可將學習分為三個主要領域：認知（思考技能）、情緒素質（情緒態度）和動作技能（身體動作），旨在引導學生從基本的死記硬背過渡到更高層次的批判性思考。
1. Cognitive Domain (Knowledge-Based)
This is the most recognized component, focusing on the recall and processing of information. In the 2001 Revised Taxonomy, the hierarchy progresses from foundational to advanced skills: [1, 2, 3, 4]
認知領域（知識型）
這是最受認可的組成部分，專注於資訊的記憶和處理。在2001年修訂的分類法中，技能層級從基礎技能逐步遞進到高階技能：
Remember: Recognizing, listing, and recalling facts.
Understand: Explaining ideas, concepts, and meanings.
Apply: Using information in new situations or solving problems.
Analyze: Breaking down information into component parts to understand relationships.
Evaluate: Justifying a stance, critiquing, or making judgments.
Create: Generating new ideas, products, or ways of viewing things. [1, 2, 3, 4, 5]
記憶：辨識、列舉和回憶事實。
理解：解釋想法、概念和意義。
應用：在新情境中使用資訊或解決問題。
分析：將資訊分解成組成部分以理解它們之間的關係。
評估：論證立場、進行批判或做出判斷。
創造：產生新的想法、產品或看待事物的新方式。
Receiving: Being aware of and willing to listen to a stimulus or idea.
Responding: Actively participating and reacting to a phenomenon.
Valuing: Attaching worth or belief to a specific object, phenomenon, or behavior.
Organizing: Connecting values, resolving conflicts between them, and building a value system.
Characterizing: Acting consistently according to internalized values and beliefs. [1, 2, 3, 4, 5]
接收性動力：意識到並願意傾聽某種刺激或想法。
回應性動力：積極參與並對某種現像做出反應的意願。
價值判斷力的動力：賦予特定物件、現像或行為價值或信念的準確性。
組織性動力：連結不同的價值觀，解決它們之間的衝突，並建構價值體系的完整向度。
行為塑造性動力：依照學習產生內化價值觀和信念，可以重新塑造行事風格。
Perception: Using sensory cues to guide physical activity.
Set: Being mentally and physically ready to act.
Guided Response: Early stages of learning a skill via imitation or trial and error.
Mechanism: Performing physical acts with confidence and proficiency, where the response becomes habitual.
Complex Overt Response: Skillful execution of complex physical tasks without needing to think constantly about the steps.
Adaptation: Modifying movement skills to fit special problems or situations.
Origination: Creating new movement patterns to fit a specific situation or problem. [1, 2, 3, 4, 5]
感知：利用感官線索指導身體活動。
準備：在心理和生理上做好行動準備。
引導反應：透過模仿或反覆試驗學習技能的早期階段。
機轉：自信且熟練地完成身體動作，使反應成為習慣。
複雜外顯反應：熟練地執行複雜的身體任務，無需不斷思考步驟。
適應：調整運動技能以適應特殊問題或情況。
創造：創造新的運動模式以適應特定情況或問題。
How Educators Use It
Teachers and curriculum designers use these domains to draft measurable learning objectives (e.g., using specific verbs like "calculate" for Apply or "design" for Create) and to design aligned assessments and activities. [1, 2, 3]
操作這些領域的重點
利用這些領域來製定可衡量的學習目標（例如，使用“計算”來表示“應用”，或使用“設計”來表示“創造”），並設計與之相符的評估和活動。
本文內容由 AI (Gemini) 生成。
有保留123的連結。是GOOGLE翻譯，但有依照我的理解做部份更動，包括部份沒有依照原文原意。
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