理解的维度之探讨*

何  晔  盛群力

（浙江大学 教育学院，浙江杭州 310028）

【摘要】促进学生的理解是教育的终极目标。UbD理论新近提出了“理解的六个维度”（即解释、释义、应用、洞察、移情和自知）。参照布卢姆认知目标新分类和马扎诺学习的维度观，我们采用领会意义、灵活应用和洞察自省三个维度，配以细化的指标，可以对UbD中的理解维度进行改造。

【关键词】理解； 教育目标分类； 学习的维度； 教学设计

【中图分类号】G423【文献标识码】A【文章编号】1007-2179（2006）03-0028-07

*本文系浙江大学2005年度国家精品课程《教学理论与设计》建设项目成果之一。

Probing into Facets of Understanding

HE Ye &  SHENG Qunli

（Educational College, Zhejiang University, Hangzhou 310028, China）

Abstract: A primary goal of education is the development and deepening of learner understanding. Understanding by Design identifies six facets of understanding that is explanation, interpretation, application, perspective, empathy and selfknowledge. We use meaningful comprehending, flexible application and perceivable introspection to redefine the facets of understanding basing on new taxonomy of Bloom’s educational objectives and Dimensions of Learning. In addition, we have also subdivided each facet of understanding.

Key Words: understanding; educational objectives; dimensions of learning; instructional design