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Aksariyat chet til o‘qituvchilari Blum taksonomiyasi haqida eshitgan bo‘lishsa ham, aslida, bu qanday dastur ekanligi va uning o‘qitish jarayonidagi samarasi qay darajada ekanligini bilishmaydi. Mazkur maqolada Blum taksonomiyasining kelib chiqish tarixi, maqsadi, dars jarayonini ishlab chiqish va tashkillashtirishdagi ahamiyati hamda sinf faoliyatida qo‘llash usullari haqida so‘z yuritiladi.

  • Read count 4
  • Date of publication 09-05-2025
  • Main LanguageO'zbek
  • Pages44-49
English

Although most foreign language teachers have heard of Blum’s Taxonomy, they do not really know what it is and how effective it is in the teaching process. This article discusses the history of the origin of Blum’s Taxonomy, its purpose, its importance in the development and organization of the teaching process, and methods of its application in classroom activities.

Ўзбек

Aksariyat chet til o‘qituvchilari Blum taksonomiyasi haqida eshitgan bo‘lishsa ham, aslida, bu qanday dastur ekanligi va uning o‘qitish jarayonidagi samarasi qay darajada ekanligini bilishmaydi. Mazkur maqolada Blum taksonomiyasining kelib chiqish tarixi, maqsadi, dars jarayonini ishlab chiqish va tashkillashtirishdagi ahamiyati hamda sinf faoliyatida qo‘llash usullari haqida so‘z yuritiladi.

Русский

Несмотря на то что большинство преподавателей иностранных языков слышали о Таксономии Блума, они на самом деле не знают, что это за программа и насколько она эффективна в процессе обучения. В статье рассматривается история возникновения таксономии Блума, ее назначение, значение в развитии и организации учебного процесса, а также методы ее применения в учебной деятельности.

№ Author name position Name of organisation
1 Axmedov O.. Koreys filologiyasi kafedrasi o‘qituvchisi O‘zbekiston Davlat Jahon tillari Universiteti
№ Name of reference
1 1. A Committee of College and University Examiners. Taxonomy of educational objectives. The Classification of Educational Goals. HANDBOOK 1 Cognitive domain / ed. Benjamin S. Blum et al. LONGMANS, 1956.
2 2. Williams M., Lively M., Harper J. Higher Order Thinking Skills: Tools for Bridging the Gap // Foreign Lang Ann. 1994. Vol. 27, № 3. P. 405–426.
3 3. Anderson L.W. et al. A Taxonomy for Learning, Teaching, and Assessing. A Revision of Blum’s Taxonomy of Educational Objectives. Pearson Education, 2001.
4 4. Forehand, M., Blum’s taxonomy. Emerging perspectives on learning, teaching, and technology, 2010. 41, pg 47.
5 5. Nussbaum E.M., Edwards O. V. Critical questions and argument stratagems: A framework for enhancing and analyzing students’ reasoning practices // Journal of the Learning Sciences. 2011. Vol. 20, № 3. P. 443–488.
6 6. Ngum N.D. The Benefits of Critical Thinking Skills and Techniques for Teaching these Skills in the Classroom for Quality Education // African journal of Social Sciences. 2019. Vol. 10, № 3. P. 99–106.
7 7. Soyadı B.B.Y. Creative and Critical Thinking Skills in Problem-based Learning Environments // Journal of Gifted Education and Creativity. 2015. Vol. 2, № 2. P. 71.
8 8. Kimura, D., & Tatsuno, M. Advancing 21st Century Competencies in Japan. Noble, T. Integrating the revised Blum’s taxonomy with multiple intelligences: A planning tool for curriculum differentiation. Teachers College Record, 106(1), 2017. 193-211.
9 9. White B.Y., Frederiksen J.R. Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students // Cogn Instr. 1998. Vol. 16, № 1. P. 3–118.
10 10. Zhan Y. et al. Effects of online peer assessment on higher‐order thinking: A meta‐analysis // British Journal of Educational Technology. 2023. Vol. 54, № 4. P. 817–835.
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