技術型高級中等學校提供專業及實習學科之課程，其教學內容強調分科學習與學生動手操作，眾人熟悉的Bloom教育目標分類區分為認知、情意與技能三大領域，本研究經由問卷訪談發現專業群科教師認為學生要具有專業知識與技能，再進而可以整合運用，解決不同情境問題之實作能力；技能課程教育目標分類應以知識範疇為基礎而延伸。但Bloom技能領域教育目標分類未涵蓋知識層次，且增加這些原本屬於認知領域之層次，將抵觸Bloom分類學自己制定的原則。文件分析顯示Hannah and Michaelis(1977)提出涵蓋認知和心理動作之教學目標綜合框架與本研究獲得之專業群科教師教學觀點相近，其資料蒐集包含觀察與記憶，可詮釋本研究在探討學習技能課程應有之知識範疇；其技能領域也對應技能學習的順序。爰此，本研究認為技能課程教育目標分類依序為觀察、記憶、模仿、塑形、掌握、應用與即作。

Vocational senior high schools mainly provide professional and practical courses. The teaching contents focus on the students' hands-on activities and compartmental learning. The well-known Bloom’s taxonomy of educational objectives is divided into three domains: cognitive, affective and psychomotor. Through literature review and questionnaire interviews, this study has found that the classification of educational objectives of skill courses needs not only the level of hands-on, but also knowledge. Since the Bloom’s taxonomy of educational objectives in psychomotor domain does not cover the classification of knowledge, and that it is originally belonging to cognitive domain would collide with the principles formulated by the Bloom’s taxonomy itself. However, Hannah and Michaelis(1977) put forward a comprehensive framework for instructional objectives containing cognitive and psychomotor, therefore its levels of data gathering and skill domain can be used as the taxonomy of educational objectives of the skill courses. Through the literature to explore and analyze the teaching concept of the teachers of vocational program divisions, this study suggests that the classification of skills curriculum education objectives is Observing, Remembering, imitating, Patterning, Mastering, Applying and Improvising.