BOSHLANG‘ICH SINF O‘QISH SAVODXONLIGI DARSLARIDA BLUM TAKSONOMIYASI ASOSIDA TOPSHIRIQLAR TIZIMINI JORIY ETISH SAMARADORLIGI

Bugungi kunda O‘zbekiston Respublikasida ta’lim tizimini tubdan takomillashtirish, yosh avlodni har tomonlama rivojlangan, mustaqil fikrlay oladigan shaxs sifatida tarbiyalash davlat siyosatining ustuvor yo‘nalishlaridan biri hisoblanadi. Xususan, boshlang‘ich ta’lim bosqichida o‘quvchilarning o‘qish savodxonligini shakllantirish va rivojlantirishga alohida e’tibor qaratilmoqda. Bu borada qabul qilingan normativ-huquqiy hujjatlar, jumladan, O‘zbekiston Respublikasining 2020- yil 23-sentabrdagi “Ta’lim to‘g‘risida” Qonuni, shuningdek, 2019-yildagi “Ilm-fan va ta’lim sohasini rivojlantirish bo‘yicha davlat siyosatini takomillashtirish chora-tadbirlari to‘g‘risida”gi Prezident farmoni ta’lim sifatini oshirish, zamonaviy pedagogik texnologiyalarni joriy etish zaruratini belgilab beradi. Mazkur hujjatlarda o‘quvchilarda funksional savodxonlikni rivojlantirish, ularni tanqidiy va ijodiy fikrlashga o‘rgatish asosiy vazifalardan biri sifatida ko‘rsatib o‘tilgan. Shu nuqtai nazardan, boshlang‘ich sinf o‘qish savodxonligi darslarida samarali metodlarni qo‘llash, xususan, Blum taksonomiyasi asosida topshiriqlar tizimini ishlab chiqish dolzarb masalalardan biri hisoblanadi. Blum taksonomiyasi o‘quvchilarning bilish faoliyatini bosqichma-bosqich rivojlantirishga xizmat qiluvchi muhim nazariy asos bo‘lib, u orqali o‘quvchilarda nafaqat bilim olish, balki uni tushunish, qo‘llash, tahlil qilish, baholash va yaratish ko‘nikmalarini shakllantirish mumkin. Ayniqsa, o‘qish savodxonligi darslarida mazkur yondashuvni qo‘llash o‘quvchilarning matnni chuqur anglash, mustaqil fikr yuritish va xulosa chiqarish qobiliyatlarini rivojlantirishga xizmat qiladi. Shu bois, mazkur maqolada boshlang‘ich sinf o‘qish savodxonligi darslarida Blum taksonomiyasi asosida topshiriqlar tizimini joriy etishning nazariy asoslari, amaliy ahamiyati hamda uning samaradorligi ilmiy jihatdan tahlil qilinadi.

Currently, in the Republic of Uzbekistan, one of the priority directions of state policy is the fundamental improvement of the education system and the upbringing of the younger generation as a comprehensively developed individual capable of independent thinking. In particular, at the primary education stage, special attention is paid to the formation and development of students’ reading literacy. In this regard, normative legal acts have been adopted, including the Law of the Republic of Uzbekistan dated September 23, 2020, “On Education,” as well as the 2019 Presidential Decree “On Measures to Improve State Policy in the Field of Science and Education,” which define the necessity of improving the quality of education and introducing modern pedagogical technologies. These documents identify the development of functional literacy in students, as well as teaching them critical and creative thinking, as key tasks. From this perspective, the use of effective methods in primary school reading lessons, in particular the development of a task system based on Bloom’s taxonomy, is an urgent issue. Bloom’s taxonomy serves as an important theoretical foundation for the step by-step development of students’ cognitive activity, allowing them to form skills not only in acquiring knowledge but also in understanding, applying, analyzing, evaluating, and creating. Especially, applying this approach in reading lessons contributes to the development of students’ deep text comprehension, independent thinking, and ability to draw conclusions. Therefore, this article scientifically analyzes the theoretical foundations, practical significance, and effectiveness of implementing a task system based on Bloom’s taxonomy in primary school reading lessons.