Research On Deep Learning Evaluation Based On Bloom's Cognitive Process Dimensions

Deep learning is an inevitable choice to deepen education reform,and it is the reflection and improvement of the curriculum reform on classroom teaching.Under the leadership of teachers,learners of deep learning can actively develop thinking qualities such as organization,reflection,construction,and creation based on memory and understanding,improve their cognitive level,and ultimately achieve the development of their abilities.Examining the learning situation of students from the perspective of deep learning is of great significance for evaluating the quality of students' deep learning and improving the level of deep learning.The revised version of Bloom's educational goal taxonomy has a more scientific and theoretical cognitive process dimension.It takes students 'explicit learning behaviors and learning results as specific descriptions,and it is divided into 6 levels from simple to complex,making students' cognitive level The levels are clear and evaluable,so Bloom's cognitive process dimension is feasible and appropriate for deep learning evaluation.This research is carried out with the theory as a research tool.Based on the perspective of deep learning evaluation and education theory,it evaluates the current deep learning level of students in the classroom,understands the real situation of students 'deep learning,and improves and responds to the real classroom.Perfection is important.This study mainly uses the literature method,classroom observation method and case analysis method.From the aspects of deep learning study status,the evaluation existing framework,deep learning feature analysis,etc.Observe and evaluate the classroom of the evaluation tool and make suggestions according to the evaluation results.The introduction part of this chapter discusses the research reasons,research significance,research status and research design;the first part and the second part elaborate on the deep learning and other related concepts,theoretical basis,and characteristics of deep learning;The feasibility and adaptability of students' deep learning;the third part specifically lists the research results and relevant data analysis and discussion of classroom observation,and the fourth part is based on the previous data and study analysis and problem discussion,combined with the current student learning status,in Students and teachers put forward targeted suggestions from two perspectives;in the conclusion part,the relevant conclusions,limitations and prospects of this study are explained.The results of the study indicate that students' learning behaviors cover all levels of cognition;lower-level thinking levels have a larger proportion of learning behaviors;grade differences do not have a greater impact on learning levels;classroom learning tasks lack depth.Based on the above problems,this study proposes suggestions from two perspectives of students and teachers,mainly including students 'learning attitude,learning process,thinking development and teachers' teaching goals,teaching process contents,teaching methods and other aspects.Make suggestions to promote the progress and realization of deep learning.