【作 者】：
冯友梅， 颜士刚， 李 艺
【关 键 词 】：
核心素养； 发生认识论； 教育目标分类体系
【栏 目】：
理论探讨
【中文摘要】：
布鲁姆教育目标分类体系对我国基础教育影响颇深，甚至被看成是通达素质（素养）教育的理想途径。而经考察，以布鲁姆教育目标分类体系为基调的众多教育目标分类体系，并非遵循“素养”的生成逻辑展开，故若将其作为素质（素养）教育走向实践之阶梯，显然不具合理性。文章认为，众多教育目标分类体系制定者如此一致地坚持布氏风格而无法超越，根本原因在于仅以学习理论作为运思起点，缺少自认识论出发的必要省思。缘于此，文章从发生认识论出发，以素养发展为诉求，提出了认识论、心理学及教育学三视角交汇运思的教育目标分类体系构建之宏观逻辑。
【英文摘要】：
Bloom's taxonomy of educational objectives has a profound influence on Chinese elementary education, and is even regarded as an ideal approach to competency education. Through the investigation, it is found that various kinds of taxonomies of educational objectives characterized by Bloom's style don't follow the generative logic of "literacy", so it is unreasonable to regard them as the ladder of competency education to practice. The fundamental reason why many taxonomy makers consistently adhere to Bloom's style is that they just take learning theory as the starting point but lack necessary reflection from epistemology. Therefore, aiming at competency development and starting with genetic epistemology, this paper puts forward a macro logic for the construction of taxonomy of educational objectives from the perspective of epistemology, psychology and pedagogy.
【下 载】：
论核心素养语境下教育目标分类体系的构建逻辑 ——源自对布鲁姆风格教育目标分类体系的拷问