生活就是一個永不停歇的學習過程，聰明的人總是花最少的時間學最多的東西，遲鈍的人花雙倍甚至多倍的時間學一樣東西。我們總是在一邊感概他人的效率高，嘆息自己的愚鈍，又一邊在思考着怎麼提高自己的學習效率。

那我們該如何提高學學習效率？ 1948年，在波士頓召開的美國心理學年會上，一些考試專家正式會議上提出“對教育目標分類體系的設想”。之後在1956年，教育心理學家本傑明·布魯姆（Benjamin Bloom，1913-1999）發現，美國學校的測試題 95%以上是在考學生的記憶力。於是，他提出了一個新的學習教育分類法，

這就是影響了兩代美國人的“認知目標分類體系”。

人們給事物進行分類時，是通過歸納概唸，爲進一步的複雜的推理做準備。

布魯姆是根據人的“認知過程從簡單到複雜，由具體到抽象”這一規律來作爲其教育目標分類理論依據的。

他們的教育目標分類強調指導教學過程和對結果進行評價，用來判斷學生對一個知識點的精通程度，同時對自己了解的知識來進行評價和創造，幫助人們從簡單的記住知識點走向更深層次的精通。

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Revised Taxonomy (2001)

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Recognizing
Recalling

Understand

Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining

Apply

Executing
Implementing

Analyze

Differentiating
Organizing
Attributing

Evaluate

Checking
Critiquing

Create

Generating
Planning
Producing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology
Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories
Knowledge of principles and generalizations
Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms
Knowledge of subject-specific techniques and methods
Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge
Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

（原載：乎知）