有鑑於九年一貫課程綱要中分段能力指標之解讀與轉化對於教育工作者深具難度，因此，本研究從認知心理學的理論出發，利用Anderson等學者共同修訂的「Bloom教育目標分類」（新版），並輔以美國伊利諾州學習標準（ILS）涵蓋的「表現水準」，共同來解讀英語科分段能力指標之結構。再者，本研究根據新版的知識與認知歷程雙向度，輔以ILS的表現水準向度，有系統地以三向度結構評析英語科分段能力指標。最後，本研究提出新版的Bloom教育目標分類在教學上的應用與示例，以期能提供英語教師們進行教學、評量及後續分析之參酌。

The idea of Grade 1-9 Curriculum has some challenges of the implementation, and one of them is to elucidate and transform competence indicators. This study intends to elucidate and transform competence indicators of English from the perspective of cognitive psychology. According to the revision of Bloom's Taxonomy of Educational objectives and Illinois' performance level, this study attempts to classify systematically and analyze competence indicators or benchmarks, provides the assessments and illustrations, as well. Finally, this study discusses the implications and demonstrations for instruction, aiming to provide reference resources for instructions, assessments, and further studies.