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21BLUM TAXONOMY AS A MEANS OF IMPLEMENTATION OF THE COMPETENCE APPROACH
Mussatayeva M.
Doctor of Philosophy, Professor, Abay Kazakh National Pedagogical University,
The Republic of Kazakhstan, Almaty Tolebayeva Zh.
student PhD, Abay Kazakh National Pedagogical University, The Republic of Kazakhstan, Almaty
Abstract
Currently, the Kazakh education system is faced with the problem of implementing a competent approach. Accordingly, the teacher is faced with the task of creating the basic competencies of students in the field of independent educational and cognitive activities, including elements of methodological, general educational activities. In this regard, the need for an indirect influence of the teacher on the student's independent work increases. One of the most effective means of organizing students' independent practical activities in practical Russian language classes is a system of multilevel tasks that activate the cognitive activity of students of art history specialties, directing their actions towards the goal of learning.
Keywords: Bloom's taxonomy, competency-based approach, communicative competence, functional literacy, exercise system, typology of tasks, cognitive activity, linguistic and speech competencies.
Modern linguodidactics is aimed at the formation of competencies that ensure comfortable socialization of students in an actively globalizing world. There is no doubt that the future specialist, thanks to successfully formed communicative skills, will be able to fully realize his professional goals and objectives. Accordingly, the end result of teaching non-native and foreign languages is the formation of communicative competence, the achievement of which is ensured through the successful implementation of linguistic and speech competencies. The complex implementation of the triune task (linguistic, verbal and communicative) is really feasible only when taking into account the specialty mastered by students. In this regard, this article proposes one of the ways of forming the communicative competence of students of art specialties through a system of exercises and typologies of tasks developed by the author using B. Bloom's taxonomy. The main approach is an integrated one, which consists in integrating the acquired special knowledge with the linguistic. At the same time, principles are set that contribute to the mastery of various types of educational activities (listening, reading, writing, speaking). Such training will fill in the gaps in functional literacy, which include language literacy.
I.G. Pestalozzi argues that learning should carry a developmental character, that is, influence not only the mental inclinations of the child, but also the character, feelings and physical inclinations so that he can acquire the skills necessary for a comfortable life. The theory of elementary education, developed by I.G. Pestalozzi, implies that "1. Elementary intellectual education, the purpose of which is the correct all-round and harmonious development of a person's mental inclinations, providing him with intellectual independence, and instilling in him certain developed intellectual skills. 2. Physical elementary education, the purpose of which is the correct harmonious development of a person's physical inclinations, giving a person peace of mind and physical independence, and instilling good physical skills. 3. Moral elementary education, the purpose of which is the correct all-round and harmonious development of a person's moral inclinations, necessary for
him to ensure the independence of moral judgments, and instilling in him certain moral skills" [1., 287-288]. This theory allowed him to develop a system of exercises arranged in a certain sequence, the purpose of which is to set in motion a person's desire for a specific activity. He comes to a certain conclusion - "Only by combining principles and techniques, in the joint development of these three kinds of human inclinations, it is possible to achieve the upbringing of an integral nature, without belittling it for the sake of developing either only mental or only moral or physical inclinations." [1., 296].
In modern linguodidactics, there are a large number of different approaches to the development of multilevel assignments.
V.P. Bespalko divides the levels of mastering the educational material into four types: student (ensuring the correct execution of similar tasks that do not require transformation of the acquired knowledge (retelling the text, formulating rules, etc. without his own comments)), algorithmic (providing such a quality of knowledge as completeness and the effectiveness of knowledge due to a given algorithm of actions using the acquired knowledge and skills), heuristic and creative (ensuring awareness, consistency and strength of knowledge, as well as the organization of the learning process from the lowest to the highest, the development of skills, the quality of knowledge and thinking) [2., 87].
In modern Kazakhstan, the pedagogical technology of the three-dimensional methodological system has become widespread. So, Zh.A.Karayev and Zh.U.Kobdikova, relying on the classification of I.Ya.Lerner and M.N.Skatkin about three levels of cognitive activity: reproductive, constructive and productive (creative), the effectiveness of which is ensured by the consistent fulfillment of tasks of all three levels, experimentally prove the effectiveness of this methodology, which provides a higher level of assimilation of educational material [3., 32-33]. As you know, the main idea of the three-dimensional methodological system is the personal-active approach to the learning process.
Research by scientists (B.Bloom, I.Ya.Lerner, M.N.Skatkin, V.P.Bespalko, V.P.Simonov, O.G.Lebe-dev and others) demonstrate that setting learning goals is an essential condition for successful restructuring the education system. The goal-setting methodology, in turn, requires the construction of a suitable methodological teaching system, which includes the content, forms of material presentation, means of achievement, individual capabilities and interests of each student, initial, intermediate and final results of students' educational activities.
Classically, education combines training, development and upbringing. Modern education is aimed primarily at the developmental function of learning. In the psychological and pedagogical literature, the main trends in the development of the modern education system are:
• rejection of the "knowledge-centric" approach and focus on the competence-based approach;
• differential and individual approach to teaching for each student;
• transition from external to internal motivation for learning.
The problem of systematizing goals in education is solved by building various kinds of taxonomies.
Currently, the most popular taxonomy developed in 1956. B.Bloom, later supplemented by D.Crat-vol and other scientists.
There are several definitions of the term "taxonomy". Here are some of them.
Thus, according to B.Bloom's definition, "taxonomy is a classification and systematization of objects based on their natural relationship. Used to describe categories that are arranged sequentially, in increasing complexity" [4., 40].
A similar definition is given by M.V.Klarin, "taxonomy is a theory of classification and systematization of complexly organized areas of reality with a hierarchical structure" [5., 40].
The taxonomy is as follows:
1. correct goal setting;
2. correct formulation of tasks;
3. the correct selection of adequate assessment tools;
4. the correct conduct of reflection.
In Bloom's taxonomy, three groups of goals are distinguished in the cognitive (goals related to the assimilation of knowledge are presented), affective (goals related to the formation of an emotional-value attitude to the phenomena of the surrounding world, the formation of interests, inclinations, beliefs, etc.) and psychomotor areas (the goals related to the formation of various types of motor activity and neuromuscular coordination, as well as the goals of the formation of speech and writing skills are presented).
B.Bloom's merit is the development of a hierarchy of thinking skills, in which higher levels of thinking include all cognitive skills of lower levels. Bloom's taxonomy defines classification methods, ranging from the simplest learning activities to the most complex. Bloom's taxonomy distinguishes 6 levels: knowledge; understanding; application; analysis; synthesis; the assessment that certain verbs correspond to formulate specific learning outcomes.
Within the framework of this article, we will consider the system of multi-level tasks developed by us in accordance with Bloom's taxonomy (table 1). The topic of the practical Russian language lesson chosen by us corresponds to the educational-methodical complex of the discipline "Russian language" for creative universities [6., 88]. When compiling table 1, we were guided by [7., 35]
A lesson based on a competency-based approach deotes most of the lesson time to students' independent activities. In order to organize this activity, the lesson should be filled with a variety of educational tasks at different levels.
We offer the development of a lesson on the topic "Microtheme of the text. Education is a condition for progress", which is held in the second academic semester and is allocated three hours for this lesson.
The above can be schematically represented as follows:
Table 1
Bloom levels Learning objectives Study assignments Job typology Teaching techniques used Organizational form Evaluation
OJ Si ■a le o & fH The goal is to learn how to interview information, that is, to transfer information from the teacher's words, from the pages of a textbook and other sources into your memory, that is, to turn information into knowledge. Using theoretical material, write it down in the form of a Spider diagram. Description Spider scheme Individual Self-test + teacher assessment
2. Understanding The goal is to learn how to transform knowledge, present it in various forms, interviewed information that has entered the memory After watching the video, prepare questions that match Bloom's daisy. Transformation daisy bloom, video footage In pairs Peer review + teacher assessment
3.Application The goal is to develop practical skills for applying specifically acquired knowledge according to a certain scheme or algorith-mized prescription, that is, "by example and likeness." Using the knowledge gained, define the topic, subtopics and micro-topics of the text. Form the questions for the text "What is education?" Using Bloom's cube. Assignment task Bloom's cube, working with text Group Peer review + teacher assessment
4. Analysis The goal is to teach the method of analysis (an elementary mental operation), through which new knowledge is formed based on the previously acquired knowledge. Experiment - improvisation on the topic: if I were the Minister of Education, the rector of the university, the teacher. Motivation Role- playing game Group Peer review + teacher assessment
5. Synthesis. The goal is to teach the technique of synthesis (an elementary mental operation) and the formation of the skills of obtaining ("mining") new knowledge by synthesizing previously acquired knowledge and life experience, one's own and someone else's. Create the layout of your dream university. Construction Creating a drawing Group Peer review + teacher assessment
6. Evaluation The goal is to develop the ability to draw conclusions adequate to situations based on previously obtained knowledge and experience of life. Assess the education system in the Republic of Kazakhstan by writing a letter to the Minister of Education. Evaluation Letter Individual Self-test + teacher assessment
Other alternative compositions of the lesson are also possible. So, multilevel tasks can be developed on the basis of two texts proposed on this topic: grammatical (Table 2) and thematic (Table 3) Here is the grammatical text: Speaking about the semantic integrity of the text, about the unity of the topic, one should take into account the volume of the statement. In a text of a large volume as a whole speech work, objective unity is manifested in the form of a hierarchy of topics. A scientific text has a strict internal organization of its constituent logical and semantic parts, called subtopics. The topic of the text is reflected in its title (title), aspects of the topic are subtopics. Sub-topics are divided into more
fractional ones, up to micro-topics. A micro theme is considered the minimum unit of speech meaning.
Expressing a thought, the author most often moves, as it were, up the steps, moving from one part of it to another.
Part of one common theme is called a micro theme. The micro theme is usually covered in several sentences. Most often, a part of the text united by a mi-crotheme is called a paragraph. Since the topic is usually divided into several micro themes, the text, as a rule, is divided into several paragraphs.
A micro theme has a certain structure: a beginning or beginning (a sentence in which the main idea is enclosed), the development or development of thought, an
ending or end. The ending indicates that the micro theme has been exhausted.
In speech practice, various deviations from such a classical structure are possible. Sometimes the ending
may be missing. This is justified in cases where the thought expressed at the beginning is completely exhausted by the main part of the micro theme, and there is no need to specially formulate its ending. [6., 88].
Table 2
Multilevel educational assignments to the text "Micro theme of the text".
Bloom levels Learning objectives Study assignments Descriptors
OJ M ■a le o â fH The goal is to learn how to interview information, that is, to transfer information from the teacher's words, from the pages of a textbook and other sources into your memory, that is, to turn information into knowledge. Using theoretical material, write it down in the form of a Spider diagram, learn from the material of the textbook what a "micro theme" is, and write down the definition. Knows, remembers and reproduces terms and basic concepts.
2.Underst anding The goal is to learn how to transform knowledge, present it in various forms, interviewed information that has entered the memory Write down the paragraph material in the form of a synopsis using the technique of word reduction. Transforms material into various shapes knowledge representation.
3.Applica-tion The goal is to develop practical skills for applying specifically acquired knowledge according to a certain scheme or algorithmized prescription, that is, "by example and likeness." Using the knowledge gained, formulate the topic, sub-topics and micro-topics of the text. Applies the acquired knowledge adequately to the current situation.
s si ^ H a A. The goal is to teach the method of analysis (an elementary mental operation), through which new knowledge is formed based on the previously acquired knowledge. Using the Cluster technique, write down the structure of the mi-crotheme. Reveals explicit and implicit meanings and actions, defends and argues his views.
5. Synthesis. The goal is to teach the technique of synthesis (an elementary mental operation) and the formation of the skills of obtaining ("mining") new knowledge by synthesizing previously acquired knowledge and life experience, one's own and someone else's. Make a syncwine on the topic "Micro theme" 1 line - the name of the syncwine 2 lines - two adjectives. 3 lines - three verbs 4 lines - a phrase on the theme of syncwine 5 lines - noun. Builds a new model based on previously obtained knowledge and experience of life, taking into account various kinds of modalities (conditions, possibilities, assumptions, etc.).
6. Evaluation The goal is to develop the ability to draw conclusions adequate to situations based on previously obtained knowledge and experience of life. Build your microtext about Learning, departing from the classic structure with no ending. He adequately assesses the conditions in which he finds himself, draws appropriate conclusions, formulates them and sets out his conclusions, motivating them.
Since the studied lexical topic is devoted to education, the next circle of tasks can be developed for the following text.
WHAT IS EDUCATION?
First of all, what is education?
It was believed in our country that a person who graduated from school, and even more so from a university, is an educated person. It is not at all true that everyone who graduates from high school or university is an educated person, and everyone who does not graduate from a particular school is an uneducated person.
Human society is moving towards the division of labor. A truly human correct society follows the path of the division of labor in order to acquire the greatest possible capital of both goods and knowledge. But, if no
one realized what medicine is doing in himself, sociology in himself, geography in his field, astronomy in his own, what are chemical or mechanical skills, biology and pedagogy, if everyone knew only his work, and the results of others would not have been known to him, then the culture would have disintegrated. An educated person is the one who knows all this in general, in total, but has his own specialty, who knows his business thoroughly, and proudly declares the rest: nothing human is alien to me. A person who knows the basics and conclusions in technology, medicine, law, history, etc., is really an educated person. He really goes to the ideal of omniscience. But not in such a way as to superficially slide over everything, he must have his own specialty, he must know his business, but at the same time be interested and be able to enter any circle of knowledge.
You need to learn constantly. This means that education is not only a school business, the school only gives the keys to this education, the school must teach a person to work, lay down certain correct methods of approaching the whole mystery of the world, thus give
the first impetus, and only then life will be roll on, and no one can say in advance what the person's path will be A. Lunacharsky [6., 89].
The system of tasks for this text is built according to the scheme below.
Table 3
Multilevel study assignments for the text "What is education".
Bloom levels Learning objectives Study assignments Descriptors
1.Knowledge The goal is to learn how to interview information, that is, to transfer information from the teacher's words, from the pages of a textbook and other sources into your memory, that is, to turn information into knowledge. Using the explanatory dictionaries of the Russian language, identify the keywords that define the main meanings of this concept. Knows, remembers and reproduces terms and basic concepts.
2.Understanding The goal is to learn how to transform knowledge, present it in various forms, interviewed information that has entered the memory Make a thesis plan for the text and, on its basis, convey the main content of the text. Transforms material into various shapes knowledge representation.
3.Application The goal is to develop practical skills for applying specifically acquired knowledge according to a certain scheme or algorithmized prescription, that is, "by example and likeness." Using the information received, formulate the topic, sub-topics and micro-topics of the text. Using Bloom's cube, formulate questions to the text "What is education?" Ask them to each other. Write down the received correct answers in a notebook. Applies the acquired knowledge adequately to the current situation.
4. Analysis The goal is to teach the method of analysis (an elementary mental operation), through which new knowledge is formed based on the previously acquired knowledge. Conduct a peer survey "What should be an educated person?" and summarize the results. Reveals explicit and implicit meanings and actions, defends and argues his views.
5. Synthesis. The goal is to teach the technique of synthesis (an elementary mental operation) and the formation of the skills of obtaining ("mining") new knowledge by synthesizing previously acquired knowledge and life experience, one's own and someone else's. Create an algorithm of actions, the implementation of which will allow you to become an educated person. Builds a new model based on previously obtained knowledge and experience of life, taking into account various kinds of modalities (conditions, possibilities, assumptions, etc.).
6. Evaluation The goal is to develop the ability to draw conclusions adequate to situations based on previously obtained knowledge and experience of life. Defend or refute the point of view: "Educated are not born - they become educated" Motivate your answers. He adequately assesses the conditions in which he finds himself, draws appropriate conclusions, formulates them and sets out his conclusions, motivating them.
At the present stage of higher education, one of the main tasks of teaching is the formation of critical thinking, which involves a critical attitude to information, logical reasoning, curiosity, open-mindedness, flexibility of thinking, taking into account one's own and other points of view. Achieving this goal depends on the teacher's creativity. Each teacher goes to this goal in his own way. The proposed methodology organically fits into the "fabric" of each lesson and confirms its viability. Of course, it needs to be
improved, in connection with which we will gratefully accept any wishes of our colleagues.
Thus, the process of working with multilevel assignments compiled in accordance with Bloom's taxonomy contributes to solving the problem of assessing learning outcomes, since they contain explicit and implicit opportunities for assessing students' knowledge. In the future, work is to be done where it is necessary to develop criteria or tools for assessment, which will
be the subject of new pedagogical research in the future.
The implementation of the above system of multilevel tasks in the Kazakh-speaking audience of art history specialties has confirmed the effectiveness of the systematic application of Bloom's taxonomy in each lesson in practical Russian.
REFERENCES:
1. Pestalozzi I.G. Memorandum to Parisian friends about the essence and purpose of the method / Selected pedagogical works: In 3 volumes.Vol. 2 M .: APN RSFSR Publishing House, 1963
2. Bespalko V.P. The components of pedagogical technology. M., Pedagogy, 1989, p.192
3. Karayev Zh.A., Kobdikova Zh.U., Actual problems of modernization of the pedagogical system based on the technological approach. Almaty, "Zhazushy", 2005. p.136
4. Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of edu cational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
5. Clarin M.V. Teaching technology: ideal and reality. Riga, "Experiment", 1999. p.137
6. Aldabergenova G.D., Aitkulova Zh.B., Sarsembayeva A.Zh., Tolebayeva Zh.D., Amangeld-iyeva G.A. Russian language. Textbook for students of creative specialties / Almaty: T. Zhurgenov KazNAI, 2017 - p.318
7. Murzagaliyeva A.E., Utegenova B.M. Collection of tasks and exercises. Learning objectives according to Bloom's taxonomy / A.E. Murzagaliyeva, B.M. Utegenova. - Astana: AOO "Nazarbayev Intellectual Schools" Center for Pedagogical Excellence, 2015. -p.54
