| 摘要 |
University-level after-class assignments in bilingual Plant Physiology courses frequently suffer from unclear cognitive objectives, monotonous task structures, and a disconnect between language training and the development of disciplinary thinking. This paper applies the Revised Bloom's Taxonomy of Educational Objectives as a theoretical framework to guide the design of bilingual after-class assignments. It examines the framework’s three core advantages: providing a structured pathway for progressing from lower-order to higher-order cognitive tasks, fostering the organic integration of language acquisition with subject-matter thinking, and establishing a foundation for structured diagnostic formative assessment. Using the chapter "Plant Growth Substances" as a case study, the paper presents a suite of six tiered exercises spanning all six cognitive levels—Remember, Understand, Apply, Analyze, Evaluate, and Create. Each exercise is accompanied by flexible language scaffolds calibrated to reduce extraneous cognitive load while maintaining appropriate academic English demands. The proposed framework facilitates a tripartite alignment of instructional objectives, assignment tasks, and assessment evidence, thereby transforming after-class assignments into effective instruments for formative assessment. This approach offers practical implications for cultivating students' professional competency, higher-order thinking skills, and academic English proficiency within bilingual disciplinary courses. |
