Bloom’s Taxonomy and the Digital World
布卢姆分类法与数码世界
Bloom’s Taxonomy, developed in the 1950’s, expresses thinking and learning through a set of concepts that begin with lower order thinking skills (LOTS) and build to higher order thinking skills (HOTS). The initial phraseology of Bloom’s Taxonomy had six levels, beginning with knowledge at the lowest, then progressing through comprehension, application, analysis, synthesis and evaluation.
布卢姆分类法，产生于1950年代，通过一套概念来表达思维和学习，从低级思维技能开始，发展到高级思维技能。布卢姆分类法最初的描述当中有六个层次，从最底层的知识开始，然后是理解、应用、分析、综合以及评价。
The basis for the theory is rather straightforward, a person cannot understand something that he does not remember (know) nor can he/she analyze or apply that knowledge if the person does not understand the material. Though an ability to analyze and apply certainly supersedes the basic knowledge category, to synthesize entails divergently applying knowledge and/or skills to produce something new. Lastly, evaluating or judging the value of material is necessary to produce a worthy final end product.
理论基础相当简单，一个人不能理解他没有记住（知道）的东西，如果他没有理解素材，他也不能分析或应用这项知识。虽然分析和应用的能力肯定可以取代基本知识范畴，分析能力需要应用不同知识和/或技能来产生新东西。最后，评价或者判断素材的价值，对于产生最终有价值产品是必不可少的。
In education, quality teachers seek to bring their students to the HOTS level of the taxonomy whenever possible. Acquiring knowledge and even comprehending information pale in comparison to being able to apply that knowledge. In addition, as additional ideas come forward, the complexities that emerge demand further analysis of the information, etc.
在教育界，优秀教师只要有可能，总是寻求将其学生带入此分类法中的高级思维技能层次。获取知识，甚至理解信息，比较，能够应用这些信息。另外，由于涌现更多的想法，出现要求进一步分析信息等更复杂的问题。
Bloom’s Revised Taxonomy
修正的布卢姆分类法
Bloom’s Revised Taxonomy, constructed over the last 15 years, turns these words into different phrases. In the revised taxonomy, verbs are used rather than nouns to express the concept. The revised taxonomy begins with the word remembering before moving to understanding, applying, analyzing, evaluating and creating. Perhaps most importantly, there has been a general consensus of a change at level five and six, with evaluating being seen as a lower level to that of creating.
修订的布卢姆分类法，形成已经超过十五年了，只是用词不同。在这个修正版的分类法中，使用动词而非名词来表达这些概念。修正版的分类法开始于识记，然后是理解、应用、分析、评价和创新。或许最重要的是，在第五六层有一个普遍达成共识的变化，即评价成为低于创新的层次。
But today’s educational landscape is vastly different from that of yesterday rendering a lack of clarity as to where the levels of the taxonomy fit. As education heads into the digital world, many teachers struggle with where to place many of the new technology tasks within this long-standing hierarchal guide to teaching and learning.
但是今天的教育景观与以前有很大不同，当时很缺乏分类法各层次所适合的清楚描述。因为教育一头扎进数码世界，许多教师，使用长期存在的教学层次指南，与充满新技术任务的环境做斗争。
Blooms in a Digital World
数码世界中的布卢姆分类法
Thanks to some great work by Andrew Churches, educators have a basis by which to compare digital techniques to the more traditional standard that Bloom created. Mr. Churches is from New Zealand and is a Middle School teacher and Information Communication Technology enthusiast. On his website, Mr. Churches states, “I believe that to prepare our students for the future, we must prepare them for change, teach them to question and think, to adapt and modify, to sift and sort. I am fortunate to teach at a school with a mobile computing program, that sees students with personal mobile devices, laptops.”
感谢乔安柱的杰出工作，教育工作者有了比较数码技术和布卢姆创建的更为传统的标准的基准。乔先生来自新西兰，是一名初中教师，也是一名信息通讯技术爱好者。在他的网站上，乔安柱宣称：“我相信，要学生为将来做好准备，我们必须让他们为改变做好准备，教他们提问和思考，调整和修改，筛选和排序。我很幸运在中学教授移动计算课程，在这里学生使用个人移动设备、笔电等。”
Clearly there are fine lines of delineation in many aspects but his work provides a great framework from which educators can approach the topic. What follows is a summary of his Bloom’s Digital Taxonomy.
显然，在很多方面都有大致轮廓，但是他的工作为接触此课题的教育者提供了很好的框架。以下是他《布卢姆数码分类法》的总结。
Remembering
识记
For the first area in the revised taxonomy, remembering, the focus is on retrieval of information. Under the traditional Bloom theory, we would use phrases like recognizing, listing, describing, naming and locating. Churches indicates that as we head towards the digital world we might more likely use phrases like bulleting to mark key words or phrases for recall. Likewise, students might bookmark or favorite a web page or site for future use. Yet another aspect for this fundamental step in the taxonomy would be the social networking arena where links between people are critical. Social bookmarking, the online version of local bookmarking or favorites, is apropos and likely a tad more advanced because users could draw on others’ bookmarks. Lastly, educators should take note that Churches sees the most popular task, that of searching or “Googling” as another remembering concept provided the search does not move beyond the fundamental key word or term.
对于修正的分类法中的第一层，识记，重点在于检索信息。在传统的布卢姆理论当中，我们使用识别、列举、描述、命名和定位等词语。乔安柱表示，由于我们朝着数码世界进发，我们可能更愿意使用词语“列表”来标记回忆的关键字词。同样，学生可能书签或收藏网页或网站以便将来使用。但另一方面，对于此分类法中最基础的步骤，将会成为社会网络场所，人们之间的关联至关重要。社会化书签，本地书签或收藏的在线版本，是合适的，甚至略微更高级，因为使用者可以借鉴他人的书签。最后，教育工作者应该注意乔安柱认为的最热门任务，即搜索，作为另一个识记概念，搜索并没有超越最基本的关键字词。
理解
Here the traditional taxonomy phrases become interpreting, summarizing, inferring, paraphrasing, comparing, and explaining. In the new digital world, Churches sees the step towards refining basic search techniques as a step along the path of understanding. Blog journaling would be another aspect as long as the focus was on simply “talking,” “writing,” or “typing” a task-specific entry. As but another example would be Twittering and answering the basic question, “what are you doing?” Churches notes that Twittering and journaling can easily move beyond the understanding level to higher levels of the taxonomy if these tools are used to develop greater understanding or if they are used to collaborate with peers. Churches notes two other digital areas fitting the understanding level, that of categorizing and of commenting/annotating files. The digital organizing and classifying of files clearly demonstrates a level of understanding while commenting and annotating web pages is likely analogous to taking notes.
在这里，这个传统分类法中的词语变成了解释、总结、推理、解释、比较，以及说明。在这新的数码世界中，乔安柱认为，精炼基本的搜索技术的步骤，是理解过程的一部分。只要简单的关注“谈及”、“写到”、“撰写”某个具体项目，写日志就是另外一方面。但是，作为另外一个例子，撰写微型日志（Twitter）并回答基本问题“你在做什么？”，乔安柱指出，如果这些工具用于发展更高级的理解，或者如果用来与同伴合作的话，微型日志和写日志都可以很容易超越理解层次到达分类法的更高层次。乔安柱指出，适合理解层次的两个其他数码领域，是分类和注释注解文档。对数码文件的组织和分类，清楚的展示了理解层次，对网页进行注释和注解，很像做笔记。
Applying
应用
Progressing up the Bloom’s ladder, the next level is referred to as applying. In the traditional Bloom format, we are talking about implementation, using information, and executing tasks. Here Churches offers several examples of students “doing.” For example, here we would find students initiating a program and/or operating and manipulating hardware and applications. Gaming technology would also fit as students would be demonstrating both understanding of the process and the skill set, then be applying them to the game task. Applying would also involve the uploading and appropriate sharing of materials on a site such as Flickr. It is at this point that Churches brings in editing skills and combines them with the understanding of tasks like Twittering and/or journaling. Lastly, the application level is where Churches places simple hacking, defining this term as “applying a simple set of rules to achieve a goal or objective.”
再往上走一层，这下来着一层叫做应用。在传统的布卢姆分类方式中，我们谈论实施、使用信息，以及执行任务。这里，乔安柱提供了几个学生活动的范例。比如，我们会发现学生启动一个程序，操作或控制硬件和软件。游戏技术也适合学生示范对过程的理解，和各种技能，然后将其应用到游戏任务当中。应用也涉及在某个网站——比如Flickr——上传及一定程度的分享素材。在这一点上，乔安柱引入了编辑技能，并在理解任务的基础上运用它们，比如微型日志或者网络日志。最后，应用层次是乔安柱放置简单地引申、界定该单词为“运用简单规则实现目标或目的。”
Analyzing
分析
As we move ever further into the Higher Order Thinking Skills we move into analyzing what has been learned. Traditional Bloom’s taxonomy phrases are comparing, organizing, structuring, and integrating. Digital equivalents would involve mash ups where several data sources are melded into a single set of usable information. Churches also places the proper establishment of links within documents and web pages in the analyzing category. At this level, Churches indicates that though a wealth of data is available to students much of it may lack veracity. Therefore it is essential students be able to validate their information. Churches places this aspect in the analyzing category though this appears to involve both analysis and making judgments so we might be more inclined to slide this task to the next level in the taxonomy. Another aspect Churches lists here involves tagging, the “organizing, structuring and attributing online data, meta-tagging web pages, etc.” Certainly students must be able to understand the materials to be able to perform this step though there is some obvious overlap with the prior applying level. It is in this category that Churches places the reverse-engineering (possibly positive) and cracking (not likely positive) behaviors.
如果我们更进一步进入到更高层次的思维技能，我们进入到了分析所学知识的层次。传统的布卢姆分类法的用词为比较、组织、构造以及综合。对应的数码分类，将涉及到混搭，多种数据源被混合成一个单一的可用信息。乔安柱在分析层次中，也会使用文档和网页中放置适当的链接。在这一层次，乔安柱表示，对于学生虽然有大量数据可用，但多数可能缺乏真实性。因此要求学生能够验证信息的有效性。乔安柱将这些放置在分析层次，然而这似乎涉及到分析和判断，因此我们可能更倾向于将这些任务安排到分类法的下一层次。另一方面，乔安柱列出了这里涉及到的标签，组织、构造和归类在线数据，元标签网页等。的确，学生必须能够理解素材，才能完成这一步，然而这里与前面的应用层次有一些明显的重叠。在这个层次中，乔安柱安排了反向工程（可能是正面的）和破解（不大可能是正面的）活动。
评价
Under the traditional Bloom’s format, the fifth level of evaluating refers to hypothesizing, critiquing, experimenting, judging, testing and monitoring. As we noted above, this is where students begin to place informed judgments to start towards new ideas. Churches considers blog commenting and reflecting where students comment and reply to other postings as a simple example of this aspect. Essentially, students examining material in context and then replying must be doing some form of evaluation. For these comments, there is the posting of an appropriate, thoughtful, in depth response by one party and the potential evaluation or moderation of those posts by another party, so there are two very important distinct applications. Under the collaboration and networking aspect, Churches rightfully notes that “effective collaboration involves evaluating the strengths and abilities of the participants and evaluating the contribution they make.” Testing a product or application is also a key component at this level. For anyone to effectively test a process or tool the tester must have the ability to analyze the purpose of the tool or process. That demands both the knowledge of what the correct function should entail versus that which it currently does entail.
在传统的布卢姆分类法中，第五层评价是指假设、评论、实验、判断、测试和监测。正如我们上文所言，这是学生们开始处理各方面意见，开始产生新思路的地方。乔安柱考虑日志评论，并反思学生评论和对其他人的帖子所做的回复在哪些方面可以作为一个简单例子。进本上，学生根据上下文研究素材，然后必须回复一些评价，不拘形式。对于这些评论，这是一份有一方当事人所做的适宜的、充满思想的、深入的回复，以及另一方所做的潜在评价和温和的帖子，因此这里有两个非常重要而独特的应用。通过网络方向的合作，乔安柱理直气壮地指出，“有效的合作，设计评价优势，以及参与并评价他们所作贡献的能力。”测试一项产品或应用也是这个层次的重要部分。对任何人而言，要有效的测试一个过程或工具，测试者必须具有分析此工具或过程的用途的能力。这要求掌握两方面的知识，即正确的功能，和目前正在处理的事物。
Creating
创新
As we complete the Taxonomy, at the highest level we see students creating. Here the focus is on designing, inventing, constructing, planning and producing. Given this expectation, it is easy to see why more and more people are placing greater emphasis on creativity within the school setting. It is here we would find technology mixing heavily with the creative process. It could involve audio and video and come in the form of a film, an animation, a videocast, or a podcast. This arena features a heavy dose of mixing and remixing to ultimately produce unique products. Ultimately, there is publishing of some type here, so anything related to a written or video blog, even a Wiki would relate. Churches also offers additional digital equivalents at this level of the Taxonomy as the creation of a program application or the development of a game.
我们在最高层次完成这项分类法的时候，我们会看到学生的创新。这里关注的是设计、发明、建设、规划和生产。鉴于这种期待，很容易看到为什么越来越多的人在学校里更多的关注创造力。在这里，我们会发现在创新过程中充分使用了技术。可能混合音频和视频，形成某种格式的影片、动画、视频广播或者网播。这一领域的特点就是，充分混合，使得最终产生一个独一无二的产品。最终，因此，任何有关的文字作品或者视频日志，甚至是相关的维基，都会形成某种类型的出版物。乔安柱也提出在分类法中此层次额外的数码等价物，比如，创作一款应用程序或者开发一款游戏。
Conclusion
结论
Churches work gives educators an excellent framework from which to begin to assess their digital practices. We recognize that many teachers tend to push the “search” concept, especially search refinements, further up the taxonomy levels. But at the same time Churches digital examples at the evaluation level provide strong reinforcement for the use of blogs and Wikis to greatly enhance learning. Teachers seeking a more in depth look at Churches’ thoughts should turn to “Bloom’s Digital Taxonomy.”
乔安柱的工作给了教育工作者们一个优秀的框架，来开始评定他们的数码作业。我们认识到，许多教师倾向于推崇搜索概念，特别是搜索优化，到更高的分类层次。但是，同时，乔安柱在评价层次的数码示例对使用日志和维基来大幅度增强学习，提供了强有力的增援。教师想更深入了解乔安柱的思想，可以去这里。
http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/
Earlier today, Richard took a look at the state of 
