Bloom's Taxonomy of Educational Objectives divides educational objectives into three areas and believes that teaching objectives are hierarchically structured complex behaviors that can be divided into simple behaviors and can be represented by visible behaviors.

Content cognition, memory understanding and other emotional areas. Receptive reaction and other motor skill areas, perceptual imitation, etc. Issues of concern, learning issues, teaching issues, assessment issues, consistency issues.

Characteristics: Measurability, operability, feasibility; hierarchical, cumulative (taking into account the laws of students’ psychological development)

Evaluation: Advantages: Using explicit behavior as a unified basis, the complexity is divided into a teaching target system. Each target has levels and is easy for teachers to operate; it takes into account emotions, actions, and cognition, correcting the mistakes of previous education that focused on cognition; allowing teachers to Taking into account all levels of teaching, and being able to clarify general procedures and steps. ; Use clear behaviors to describe teaching objectives and provide a basis for teaching evaluation. Disadvantages: The complete and unified teaching objectives are divided into trivial parts and ignore the inner connection of emotion, movement and cognition. The hierarchical structure of each field is not scientific enough, and people's cognition sometimes jumps in levels. The goals are too detailed, which leads to rigid and rigid teaching design and reduces the generativity of teaching goals. Some important educational outcomes, such as understanding and appreciation, cannot be fully translated into observable explicit behaviors. The means and goals of curriculum design are inseparable. It is unscientific to choose the means after determining the goals.

Gagne, an American educational psychologist, believes in The Conditions of Learning that the result of learning or the goal pursued by teaching activities is to form students' five abilities.

Content includes verbal information, motor skills, intellectual skills, and cognitive strategies

Evaluation provides a basis for the hierarchical division of teaching objectives and provides reference and guidance for the measurement and evaluation of teaching results.

Study the teaching process as a system, and combine human conditions, teaching process, structure, and basic links of teaching implementation to form a system that can provide the optimal solution to a task under certain conditions. This optimal solution does not mean the most optimal solution. Ideal refers to what looks best based on certain criteria based on reality under existing conditions.

Meaningful learning Ausubor divides learning into mechanical learning and meaningful learning based on the relationship between learning materials and learners’ original cognitive structures. Students’ active learning method is meaningful learning. Meaningful learning means that the new knowledge represented by symbols establishes a substantive, non-artificial connection with the appropriate concepts already in the cognitive structure of the learner's mind.

Introduction, American cognitive psychologist Ausubel believes that students' learning should be meaningful.

The content includes abstract symbol learning, concept learning, proposition learning, and discovery learning.

Compared with acceptance learning, discovery learning means that the learning results are not directly discovered and conclusive, but require students to engage in active psychological activities before the final results enter the cognitive structure. Including applied learning, problem solving, learning, and creative learning. Evaluation: We believe that meaningful receptive learning and discovery learning are equally important to students, and deny the view that one-sided emphasis on discovery learning and devaluation of receptive learning.

Teaching objectives focus on the students' behavioral results. Representative figures such as Bobbitt, Chester, and Taylor Bloom. This kind of goal focuses on the students' behavior, not the teacher's behavior, and should describe students' learning. Results, not learning process.

The advantages are that it is highly operable, easy to inspect and evaluate, improves educational efficiency and scientificity, is helpful for teachers to adjust teaching behaviors, and is helpful for establishing a scientific concept full of humanistic care.

Disadvantages: It ignores students' psychological changes and only focuses on explicit behaviors, which has an obvious tendency of behaviorism. Behavioral goals only reflect teaching goal setting from a certain perspective and are not necessarily comprehensive. The response to students' true level will mislead teaching evaluation. Not paying attention to the student process and neglecting the cultivation of creativity.

A representation method that combines cognitive goals, internal processes, and explicit behaviors.

It is neither a goal predetermined by the outside, but a goal that is naturally generated as the educational process unfolds in the educational situation. Focusing on the process of learning activities is not the result.

Representative figure, Dewey opposed externally imposed goals. The goal of curriculum is not the pre-reification of educational experience, but the result of educational experience. Stenhouse's critical behavioral approach believes that school education includes training, teaching, and guidance.

Generative goals rely on the comprehensive quality of teachers, while behavioral goals are predetermined goals, preventing teachers from creating and exerting themselves, and ignoring teachers, the most precious resource. It is precisely because of this that the slogan of teachers and researchers was put forward. Behavioral goals and generative goals can complement each other.

It does not prescribe a fixed common response for students, but uses a theme to allow students to expand their horizons through personalized activities around the application of the skills they have learned. Cultivate students' individuality and creativity. Expressive goals do not specify that students will obtain the behaviors specified by the designated goals after engaging in learning activities. Instead, they identify problems that children deal with in situations at work, allowing children to explore the content they are interested in and pay attention to the subject spirit.

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