Based On Bloom’s Taxonomy Of Educational Objectives Research On The Cultivation Of High School Students’ Understanding Ability

The word "understanding" has been frequently mentioned in the course of history teaching and has become a daily language in the course of teaching.From the perspective of students,what are the specific manifestations of the so-called "I understand" ? What about the process of understanding? Based on the above perplexity,this paper,from the perspective of Bloom’s taxonomy of educational goals,discusses the performance of students’ cognitive "understanding" in history discipline and the cultivation strategy of achieving the goal of understanding ability.Under the call of the new curriculum reform,each subject has carried on the reform in its field.At the same time,the cultivation of students’ ability will be discussed in various disciplines,whether it is the requirement of course content,the direction of core quality,or the need of lifelong learning.In the discipline of history,under the call of the new curriculum reform,the connotation of understanding ability has been enriched one after another.For example,from "paying attention to historical memory" to "proposing subject ability",the requirements of the discipline of history in cultivating ability have been reflected.In recent years,the emphasis on "historical thinking ability","historical deep learning" and so on are closely related to cognitive participation in understanding.Understanding ability is not only the driving force to achieve the core literacy goal of the subject,but also the embodiment of the concept of student-oriented education.Therefore,as an important basis for implementing the core quality of history discipline and developing the ability of history discipline,the cultivation of students’ "understanding ability" is not only the operation process of high school students’ thinking in the process of learning history,but also the manifestation of the charm of history learning process.This paper traces the origin of understanding ability,analyzes the connotation of understanding ability combined with historical pedagogy,investigates the current situation of students’ understanding ability in history subjects in some schools,and explores the cultivation strategy of understanding ability in history teaching.Among them,the origin of understanding ability is mainly to interpret the connotation and process of understanding from the perspective of cognitive psychology,such as Bloom’s educational objective taxonomy theory,constructivism learning theory and information processing theory.They are not only the core theoretical basis of this study,but also point out the direction for exploring the connotation of deeper understanding ability.Based on the previous theoretical research results,combining with the content standards of history curriculum and the characteristics of history discipline,this paper analyzes the understanding ability in history teaching from two dimensions of knowledge and cognition,and concretifies the connotation of understanding ability.In this paper,according to Bloom’s theory of educational objective taxonomy and historical pedagogy,understanding ability is divided into three levels: the ability to explain and elaborate,the ability to compare and evaluate,and the ability to reflect and apply,and a regional investigation is carried out.According to the problems reflected in the survey and specific cases,the strategies of cultivating understanding ability are discussed.For example,timely supplement of historical materials,contact with the reality of students’ life,carry out problem exploration activities,provide support for students’ understanding and other ways to promote the achievement of the cultivation of students’ understanding ability.