布鲁姆认知分类理论下初中英语阅读教学设计探讨

Exploration of English Reading Teaching Design in Junior High Schools under Bloom’s Cognitive Taxonomy

摘要: 本文以布鲁姆认知目标分类理论为核心分析框架，系统剖析当前初中英语阅读教学中低阶认知过度聚焦、高阶思维培养不足等现实问题。基于该理论记忆、理解、应用、分析、评价、创造六大认知层级，明确层级递进、过程性评估、学生中心三大教学实施原则，结合初中英语阅读教学“读前–读中–读后”经典教学流程，构建分层递进的教学设计模型，以译林版教材实例设计具体教学活动方案，旨在为一线初中英语教师提供可操作、可落地的阅读教学实践路径，推动学生从低阶语言知识的积累走向高阶思维能力的发展，实现英语阅读教学中知识传授与思维培育的深度融合。

Abstract: This paper adopts Bloom’s Taxonomy of Cognitive Objectives as its core analytical framework to systematically examine current challenges in junior high school English reading instruction, such as excessive focus on lower-order cognition and insufficient development of higher-order thinking skills. Based on the six cognitive levels—remembering, understanding, applying, analyzing, evaluating, and creating—outlined by this theory, the paper establishes three key teaching principles: hierarchical progression, formative assessment, and student-centered approach. By integrating the traditional reading instruction sequence of “pre-reading, while-reading, and post-reading”, it develops a tiered teaching design model. Specific instructional activity plans are designed using examples from the Yilin Edition textbooks, aiming to provide practical and actionable strategies for frontline junior high school English teachers. These approaches facilitate students’ transition from accumulating lower-order language knowledge to developing higher-order thinking abilities, thereby achieving a seamless integration of knowledge transmission and cognitive development in English reading instruction.