Inthefieldofcognition,cognitivegoalsaredividedintosixaspects:cognition,understanding,application,analysis,synthesis,andevaluation.Inthefieldofemotions,in1964,Kolasheretal.dividedtheeducationalgoalsintofiveaspects:acceptance,response,valueformation,organizationalvaluesystem,andvaluesystemindividuation.Inthefieldofmotorskills,in1970,Kiblerandothersdividedtheeducationalgoalsintofouraspects:movementofthewholebody,coordinatedandmeticulousmovements,nonverbalcommunicationmovements,andspeechacts.Thisclassificationsystemsummarizesthecommonpsychologicalbehaviorcharacteristicsreflectedbythedifferencesinspecificteachingcontent,andthegoalsinvolvedareonlyreflectingtheabilityandcharacteristicstructure,andnotincludingitsessentialcontent.Thisclassificationcanincreaseteachers'awarenessofthediversityofeducationalgoals,andunderstandtherelationshipwithothergoalsandtheirstatusinthegoalserieswhendeterminingagoal.Sincethen,otherscholarshavealsoproposeddifferentclassificationmethods.Forexample,accordingtothediversificationoflearningresults,GagneintheUnitedStatesdivideseducationalgoalsintofivecategories:intellectualskills,cognitivestrategies,verbalinformation,motorskills,andattitudes.Accordingtotheformofgoalrealization,Japan'sGoudaRuiichidividestheeducationalgoalsintothreecategories:basic,improvement,andexperience.Inthe1980s,Chinesescholarsalsoclassifiedthemaccordingtolearningcontent,process,andattitude,aswellasaccordingtotheoveralldevelopmentofpersonalityqualitiesandpsychologicalqualities.
