One of the greatest contributions of Taylor's principle is to introduce evaluation into the course preparation process, pointing out the inseparable relationship among goal setting, course content arrangement, teaching organization mode and result evaluation. Taylor's curriculum principles and evaluation principles are goal-centered. In his view, the goal is not only a statement of how students should behave, but also a statement of the goal in the most accurate way, so as to tell us more clearly whether the course and teaching are successful or not. In fact, goals play a central role in the course development, which bobbitt discussed in detail. However, bobbitt emphasized "concrete" goals. He regards the goal as an "indicator". Students' "raw materials" are processed into "products" by the school's "machines", and then we see if the products meet the indicators. This is a typical "processing mode". Some people think that when Taylor discusses learning experience, especially when it comes to cultivating reflective thinking ability, it is hard to say that he also regards education as a production and processing process. Moreover, his views on behavioral goals are comprehensive, and he emphasizes that the degree of behavioral generalization should be determined according to experiments or experimental results. He regards students as an individual with independent thinking, which is different from behaviorists who regard students as a reaction system. Kelly, a British scholar, believes that although it was put forward in the works of bobbitt and charters at the beginning of this century, it became a movement in the United States and Britain in the 1950s and 1960s, which was mainly attributed to the research results of Taylor, Wheeler and Bloom. As mentioned earlier, Wheeler emphasized the relationship between objectives and evaluation by circulating Taylor's linear model. On the other hand, Bloom completely combined goals with evaluation through the classification of educational goals. Bloom's idea about the classification system of educational goals was first put forward by some college examination experts who attended the annual meeting of the American Psychological Association held in Boston from 65438 to 0948. They agreed that "educational goals provide the basis for compiling courses and tests, and they are the starting point of many of our educational research." Therefore, to obtain such a theoretical framework, it is best to use a system that classifies the purposes of the educational process. " Bloom and others believe that a complete educational taxonomy should include three basic areas of learning: cognition, emotion and motor skills. They realize that this division itself is in danger of separating these fields, and this division is made for the convenience of analysis. They believe that the educational goal is mainly to help "the choice of content and behavior, which constitute the structure of the curriculum and provide a basis for evaluating the success of a specific educational plan." Bloom's classification of educational goals has the following characteristics: First, students' explicit behavior is used to state the goals. Educational goals are set to facilitate objective evaluation, not to express ideal wishes. In fact, only specific and clear behavioral goals can be measured. Expressed in a formula, it is "goal = behavior = technical test evaluation". Second, educational goals are hierarchical. They arrange students' behaviors in order from simple to complex, and the purpose of the latter is based on the former. It is expressed by a formula, that is, "type A behavior forms one category, type AB behavior forms another category, and type ABC behavior can form another category." Third, the classification of educational objectives goes beyond the subject content. Bloom and others believe that no matter which subject or grade, the hierarchical structure of public education can be used as a framework and the corresponding content can be added. They made a successful attempt and set educational goals for more than a dozen subjects.