Abstract
In a curricular conception, the most important components of the learning process are the educational objectives, all the other elements (informational content, didactic strategies, lessons or teaching-learning-evaluation activities) being projected in according with them. The most frequent used educational objectives are those from the cognitive area. In this sense, projection of the objectives is made in according with Bloom’s taxonomy, which hierarchically organizes these objectives in 6 main levels: knowledge, comprehension, application, analyzis, synthesis and evaluation. In the present paper, we will describe this taxonomy, in comparison with Revised Bloom’s Taxonomy Model – a new approach of objectives’ projection in contemporary didactics.
Key words: education, process of learning, didactic objectives, model, Bloom’s taxonomy