根据 Bloom 提出的六个问题层次，教师可以采用某个层次逐级设计，恰

According to the six question levels proposed by Bloom, teachers can adopt a certain level to design and ask questions appropriately, from easy to difficult, from shallow to deep, to help students think deeply and integrate well. Questions at different levels will also enable more students to actively participate in the classroom according to the needs of students of all levels. The problem level helps teachers to recognize the requirements of various problems for students, so as to choose different levels for different ability goals. Bloom's goal classification also reminds teachers that cognition is only the basic level of learning, and the understanding, application, and analysis of knowledge content are equally important, and related issues should occupy a certain proportion in the classroom.

According to the six question levels proposed by Bloom, teachers can adopt a level of design, properly ask questions, from easy to difficult, from shallow to deep, to help students think deeply, integrated. Different levels of problems will also be based on the needs of students at all levels, so that more students actively participate in the classroom. The problem level helps teachers recognize the requirements of various problems to students, so that they can choose at a level for different capability objectives. Bloom's goal classification also suggests that cognition is only the basic level of learning, and that the understanding, application, analysis, etc. of knowledge content is equally important, and related issues should occupy a certain proportion in the classroom.

According to the six levels of questions raised by bloom, teachers can adopt a level by level design to properly raise questions, from easy to difficult, from shallow to deep, to help students think deeply and make a thorough understanding. Different levels of problems will also make more students actively participate in the classroom according to the needs of students at all levels. Problem level helps teachers to recognize the requirements of various problems for students, so as to make level selection for different ability goals. Bloom's goal classification also suggests that cognition is only the basic level of learning, and the understanding, application and analysis of knowledge content are equally important, and the related problems should occupy a certain proportion in the classroom.