The Research Of The Instructional Objectives Of The Narrative Texts In Shanghai Teaches Pringting Plate Teaching Reference Books Based On The New Bloom’s Taxonomy Of Cognitive Objectives

The correctness of the instructional objectives in the reference books is essential. It can help teachers understanding the curriculum standard and the textbooks, In fact, when setting the objectives, teachers tend to refer the reference books. However, most teachers just copy them in the reference books, lacking of analyzing. And it causes teachers misunderstanding the instructional objectives, which has appeared in the narrative text teaching. The narrative text plays an important role in Chinese teaching in the primary school. However, there are many problems in its teaching, such as the low efficiency, lack of Chinese nature and so on. The original reason causing it are the instructional objectives.The Revision of Bloom’s Taxonomy combines knowledge and cognitive process when teachers set the instructional objectives. Knowledge dimension includes declarative knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge. Cognitive process dimension includes remember understand, apply, analyze, evaluate and create. It can tell teachers what to teach, what extent to reach, providing guidance for teachers when they set the instructional objectives. By analyzing the characteristics of Chinese, the research constructs the new research framework including knowledge dimension and cognitive process dimension based on The Revision of Bloom’s Taxonomy.Therefore, in order to clarify the component of instructional objectives of the narrative texts and help teachers understanding these instructional objectives, this research will take the Shanghai Version of Chinese reference books as research object and analyze the instructional objectives of the narrative texts in it. There are161narrative texts in the Shanghai Version of Chinese reference books. Through the survey to them under the New Bloom’s Taxonomy of Cognitive Objective, some characteristics of the instructional objectives of the narrative texts are drawn:In terms of knowledge dimension, the instructional objectives focus on conceptual knowledge, declarative knowledge and procedural knowledge. In terms of cognitive process dimension, the instructional objectives focus on understanding, remembering, analyzing. All grades have similar distribution characteristics in both knowledge dimension and cognitive process dimension.On this basis, this paper raises some suggestions. When choosing the instructional objectives in the reference books, we should avoid invalid objectives, pay attention to the point of conceptual knowledge and procedural knowledge in the instructional objectives and add the higher cognitive objectives in higher grades. When teachers deal with the teaching design about a narrative text, they can clarify the instructional objectives in the reference books and choose the appropriate teaching strategies under the guide of the Revision of Bloom’s Taxonomy.