Problems and tasks of new educational objectives for curriculum design

Curriculum development generally proceeds from the flow of curricular standards, instructional methods, and assessment standards. On a macro level, school curriculum is concerned with educational content, instructional methods, and assessment/evaluation. Among these curricular elements, educational content should be aligned with achievement standards. Today, this curriculum alignment should be emphasized, because curricular problems often arise when there is a mismatch in the pedagogical process. Teachers usually establish and write instructional objectives when designing and performing lesson plans. When they are preparing unit plans and writing instructional objectives, Korean school teachers use Bloom’s taxonomy of educational objectives. In particular, the three domains of Bloom’s taxonomy contain many problems that must be resolved. In spite of these problems, most Korean teachers utilize Bloom’s taxonomy in designing and evaluating objectives. This article analyzes the problems of Bloom’s taxonomy and suggests a new system for creating educational objectives. After reviewing the literature on educational taxonomies, we discuss the problems of the existing taxonomy and suggest an alternative taxonomy for resolving some of the existing difficulties.