美国教育家布卢姆将思维过程具体化为六个方面,包括记忆、理解、应用、分析、综合、评价。前三项通常被称为低阶思维,后三项通常被称为高阶思维。之后,高阶思维又被修订为分析、评价和创造。高阶思维教学,就是把分析、评价、创造设定为教学目标,以培养学生反思、提问、求解、批判、决策等能力为目的的课堂教学。1.重视教学内容的整合与重构高阶思维教学要求突破陈旧落后的模式化解读,消除教师和教材对课程教学的绝对控制,强调学 Bloom, an American educator, embodies the thinking process in six aspects, including memory, understanding, application, analysis, synthesis and evaluation. The first three are often called low-level thinking, the latter three are usually called high-level thinking. Later, high-level thinking was revised to analyze, evaluate, and create. High-level thinking teaching is to analyze, evaluate, create as a teaching goal, to cultivate students’ ability to reflect, ask questions, solve, criticize, decision-making and other classroom teaching. 1. Emphasize the integration and reconstruction of teaching content Higher-order thinking teaching requires breaking through the old and backward modeled interpretation, eliminating the absolute control of teachers and teaching materials on the teaching of the course, emphasizing the study