Research on Procedure of Lesson Planning and Evaluation Towards Higher Thinking Competencies

较高的思维能力被定义为高于“应用”的学习目标。布鲁姆和马尔扎诺的这些能力结合在一起，形成了一套“思考动词”。在数学、语言、社会、科学等科目中，各抽取了10个左右的动词。每个科目都有一个四年级的评分表。这被称为“思考准则”。课程计划是按照以下程序进行的。-确定了课程的目的。-使目的与“思考动词”相对应。-参照主题规则，设计实现“思维动词”的策略。由于标题基本上是用来评价学生的，所以所引用的标题可以作为评价学生思维的工具（教师评价、自我评价、相互评价）。“评价”是布鲁姆分类法在认知领域的最高等级。使用思维规则可以培养更高的思维能力。至于培养更高思考能力的策略，工作表将减少产生它们的努力和时间。我们开发并收集了各种框架，并用“思考动词”来组织它们。这个对应列表在创建与课程目标相关的策略时很有用。一个案例表明，使用一年的规则和思维工具，使学生在他们的头脑中采用的框架，在乳品思维中使用。

The higher thinking competencies was defined as learning objectives higher than "Application." These competencies of Bloom's and those of Marzano were combined to make a set of "thinking verbs." About 10 verbs were extracted for each subject of math, language, social studies, and science, concerning subject matters. A table of four grade rubrics was settled to each subject. This is called "thinking rubrics."Lesson planning is conducted under the procedure below.- The aim of the lesson is identified.- Correspondence between the aim and "thinking verb" is made.- Strategies to realize the "thinking verb" are designed, referring the rubrics for the subject.As rubrics are, basically, used to evaluate students, the rubrics referred can be a tool to evaluate thinking of students (teacher evaluation, self evaluation, and mutual evaluation). "Evaluation" is the highest rank of Bloom's taxonomy in cognitive domain. Using thinking rubrics leads to foster higher thinking competencies.As for strategies to foster higher thinking competencies, worksheets will reduce the effort and time to produce them. We developed and gathered the kinds of frameworks and organized them with "thinking verbs." This correspondence list is useful in create strategies related to the aim of the lessons.A case to show that using rubrics and thinking tools for a year makes students co-opt the frameworks in their mind to use in dairy thinking.