Assessing Learning Activities In Singapore’s Chinese Language For Primary Schools Based On The Bloom’s Revised Taxonomy Of Educational Objectives

The 21st century requires learners to continuously learn new knowledge and skills,such as metacognitive knowledge and higher-order thinking skills such as critical thinking.And the cognitive process dimension and the knowledge dimension of Bloom’s taxonomy of educational objectives encompass both of them.At present,the research on the assessment of English teaching materials based on Bloom’s Taxonomy of Educational Objectives is popular in China,but the framework is established more broadly without the support of the knowledge dimension.In contrast,foreign studies on the assessment of second language materials based on Bloom’s taxonomy have basically focused on English materials,with few involving Chinese materials,and have also favored the cognitive process dimension over the knowledge dimension,as well as the absence of this age class as a research object at the elementary school level.Based on this,this study is based on Chinese language for Primary Schools in Singapore,and the Bloom’s Taxonomy-based assessment study of Chinese language for Primary Schools will also be conducted from the cognitive process dimension and the knowledge dimension.This is where the innovation of this study lies.This study uses text analysis to develop a coding scheme based on the definitions and key verbs of each category of the revised Bloom’s Taxonomy cognitive process dimension and the Chinese language knowledge corresponding to each category of the knowledge dimension to code the content of the 51 selected core units of the textbook.The aim is to analyze the learning activities of the core units of the Singapore textbook Chinese language for Primary Schools based on the revised Bloom’s Taxonomy hierarchical distribution of educational objectives,cognitive process objectives(related to higher and lower order thinking skills),and knowledge objectives.After descriptive statistics and chi-square tests on the data,the results of the study were as follows: the distribution of educational objectives in the Singapore Chinese language for Primary Schools was uneven;cognitive objectives in the categories of Remember(23.6%),Understand(26.1%),Apply(28.5%)and Analyze(19.4%)were the most common categories in Chinese language for Primary Schools.This indicates that this set of materials takes into account the development of higher-order thinking skills of elementary school students while implementing the fundamental goals of language teaching.However,the cognitive goals of the Evaluate(1.6%)and Create(0.8%)categories of higher-order thinking skills were neglected in this set;Factual Knowledge and Conceptual Knowledge dominated this set,while Procedural Knowledge and Metacognitive Knowledge were weak.Relative to previous studies,this study fills a gap in the research involving cognitive domains and knowledge domains in the evaluation study of teaching materials for teaching Chinese as a second language at the elementary school level as the subject of study.The findings and recommendations of the study also have implications for textbook developers who develop Chinese language materials,frontline teachers who teach Chinese,and users of Chinese language for Primary Schools.