An analysis of the application path and effectiveness of bloom’s hierarchy of cognition theory in case-based teaching of industrial economics
布鲁姆认知层次理论在产业经济学案例教学中的应用路径与成效分析

摘要

产业经济学是经济学专业核心主干课程，现阶段该门课程普遍存在教学内容脱离行业现实、授课形式固化单一、学生课堂参与度与思维主动性不足等现实问题。本文以修订版布鲁姆认知层次理论为核心指导依据，从课程内容重组、教学形式创新、考核评价机制优化三个维度出发，针对产业经济学案例教学开展系统性改革实践。本次研究选取平行班级设置实验组与对照组开展对照实验，结果显示，依托布鲁姆认知体系搭建的全新教学模式，能够明显提升学生课程成绩，同时有效锻炼其批判性思维、创新思考能力与理论落地应用能力。文章梳理了该理论落地案例教学的具体实施流程，结合实测数据客观分析改革成效，也为国内经济类专业课程的教学优化提供可参考的思路与实践方案。

Abstract

As a core course in economics, Industrial Economics has long faced issues such as teaching content being detached from reality, monotonous teaching methods, and low cognitive engagement among students. Guided by Bloom’s taxonomy of cognitive levels, this study implemented systematic teaching reforms in case-based teaching for Industrial Economics by restructuring course content, innovating teaching methods, and reforming the evaluation system. By comparing the learning outcomes of the experimental group and the control group, the research found that the instructional design based on Bloom’s theory significantly enhanced students’ academic performance, critical thinking, innovation ability, and practical application skills. This paper systematically elaborates on the specific application pathways of this theory in case-based teaching and evaluates its teaching effectiveness with empirical data, providing a theoretical framework and practical model for teaching reforms in economics-related courses.