Research on Cultivation Strategies for Improving College Students' Higher-Order Thinking Abilities Based on Bloom's Taxonomy of Educational Objectives

LiChun Guo

doi:10.63313/EH.9046

Authors

LiChun Guo Jiangxi Agricultural University, Nanchang, Jiangxi, 330045, China Author

DOI:

https://doi.org/10.63313/EH.9046

Keywords:

Bloom's Taxonomy of Educational Objectives, College students, Higher-order thinking abilities

Abstract

Against the backdrop of the transformation of higher education from knowledge transmission to competence-based education, the cultivation of higher-order thinking abilities has become a core demand for the development of innovative talents. Based on Bloom's Taxonomy of Educational Objectives (the 2001 Revised Version), this paper systematically explores the cultivation strategies for college students' higher-order thinking abilities. By analyzing the current situation of cultivating college students' higher-order thinking abilities, it is found that there exist such problems as the weak cultivation of creative ability, insufficient problem-solving ability and the lack of metacognitive ability. In response to these problems, the study puts forward optimization strategies from three aspects, providing a certain theoretical basis and practical reference for the teaching reform in colleges and universities.

References

[1] Yang Y, Zhao T T. Construction of a test blueprint for Chinese college students' higher-order thinking abilities[J]. Tsinghua Journal of Education, 2018, 39(05):54-62.

[2] Ling G M, Liu O. A preliminary study on the measurement of Chinese high school students' critical thinking ability and its influencing factors[J]. China Examinations, 2019(09):1-10.

[3] Bloom B S, Engelhart M D, Furst E J, et al. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain[M]. New York: Longman, 1956.

[4] Wang Z L. New-quality Education: From Conceptual Conception to Implementation Path[J]. Modern Distance Education Research, 2024, 36(04):14-21.

[5] Zhang J W, Yu W. Non-logical thinking and the cultivation of students' creative thinking[J]. Educational Research, 2018, 39(10):40-48.

[6] Gao Q Q, Cao Y, Li X F. Analysis and enlightenment of open-ended questions in the college entrance examination biology oriented to the cultivation of higher-order thinking abilities[J]. Biology Teaching, 2024, 49(01):60-63.

[7] Chen M X, Ling Z, Cao X B. Construction of a project-based teaching paradigm for vocational education to promote deep learning in the digital and intelligent era[J]. Modern Distance Education Research, 2024, 36(01):63-72.

[8] Chen Y H. On the lack of teachers' metacognitive thinking[J]. Teaching Monthly (Primary School Edition) (Comprehensive), 2024(11):1.

[9] Wang W. A study on metacognitive teaching centered on self-assessment in academic English writing classes[J]. Foreign Language Education Research Frontiers, 2024, 7(03):46-52,95.