{"id":16042,"date":"2016-07-05T00:00:00","date_gmt":"2016-07-05T00:00:00","guid":{"rendered":"https:\/\/novakdjokovicfoundation.org\/blumova-taksonomija-razmisljanje-dece\/"},"modified":"2026-06-09T08:38:35","modified_gmt":"2026-06-09T08:38:35","slug":"blumova-taksonomija-razmisljanje-dece","status":"publish","type":"post","link":"https:\/\/novakdjokovicfoundation.org\/sr\/blumova-taksonomija-razmisljanje-dece\/","title":{"rendered":"Blumova taksonomija: Koja pitanja podsti\u010du razmi\u0161ljanje kod dece?"},"content":{"rendered":"

Poznato je da pitanja, a ne odgovori, oblikuju proces usvajanja novih saznanja. Kako treba da izgledaju pitanja koja bi podstakla aktivno anga\u017eovanje u u\u010denju i razmi\u0161ljanje kod dece pred\u0161kolskog uzrasta?
\n<\/strong><\/em><\/p>\n

<\/p>\n

Manja grupa dece u vrti\u0107u sedi oko vaspita\u010da na tepihu i slu\u0161a ga pa\u017eljivo. Nakon \u0161to im je u slikovnici pokazao \u017eutu boju, vaspita\u010d deci zadaje zadatak da prona\u0111u \u0161to vi\u0161e stvari te boje u u\u010dionici. Mali\u0161ani se ubrzo vra\u0107aju sa razli\u010ditim \u017eutim predmetima. Pre nego \u0161to deca izgube interesovanje za ovu aktivnost, vaspita\u010d preusmerava njihovu pa\u017enju na drugi kraj prostorije gde se nalazi sto, uz pitanje: \u201e\u0160ta je jo\u0161 \u017euto? Nacrtajte ili napravite va\u0161e omiljene predmete koji su \u017eute boje\u201c.<\/p>\n

Nastavne metode u \u0161kolama i vrti\u0107ima zna\u010dajno su se promenile. Sve vi\u0161e edukatora koristi prethodno ilustrovani pristup, koji je orijentisan na decu, za razliku od tradicionalnih metoda podu\u010davanja, gde nastavnik ima glavnu ulogu. Osnovna ideja ovakvog pristupa je da se postavljanjem pravih pitanja, pametnim navo\u0111enjem i davanjem u\u010denicima vremena da razmisle pre nego \u0161to daju odgovor pove\u0107a njihova zainteresovanost za materijal koji se obra\u0111uje na \u010dasu. Osim toga, deca se podsti\u010du da svoje znanje podignu na vi\u0161i nivo.<\/p>\n

Blumova taksonomija obrazovnih ciljeva<\/strong><\/h3>\n

\u0160kolski psiholog Bend\u017eamin Blum prvi je istra\u017eiva\u010d koji je poku\u0161ao da ustanovi hijerarhiju koja obja\u0161njava faze u\u010denja od najelementarnijih do najkomleksnijih, tvrde\u0107i da deca mogu da unaprede svoje ve\u0161tine u\u010denja kada imaju zadatak da odgovore na pitanja nastavnika koja zahtevaju kriti\u010dko razmi\u0161ljanje. Tako je 1956. razvio taksonomiju obrazovnih ciljeva<\/b>, koja bi vaspita\u010dima i nastavnicima omogu\u0107ila da organizuju i testiraju svoje nastavne ciljeve pomo\u0107u \u0161est razli\u010ditih nivoa u\u010denja i kognitivnih procesa: znanje, razumevanje, primena, analiza, sinteza i evaluacija. <\/b>Deca po\u010dinju da funkcioni\u0161u na \u201ekonkretnom\u201c nivou znanja, koje se mo\u017ee definisati kao sposobnost prise\u0107anja ili pam\u0107enja \u010dinjenica, a da se one nu\u017eno i ne razumeju. Potom sledi faza razumevanja kao sposobnost shvatanja i tuma\u010denja nau\u010denih \u010dinjenica. Na slede\u0107em nivou mali\u0161ani su u stanju da \u201eprimenjuju\u201c ono \u0161to su nau\u010dili u novim i konkretnim situacijama. Nakon toga deca mogu da \u201eanaliziraju\u201c ono \u0161to znaju, odnosno da ra\u0161\u010dlane informacije na sastavne elemente, npr. ispitivanjem me\u0111uodnosa i ideja. U najvi\u0161im fazama \u2013 \u201esintezi\u201c i \u201eevaluaciji\u201c, Blum smatra da su deca u stanju da formuli\u0161u re\u0161enje i grade nove strukture od postoje\u0107ih znanja i ve\u0161tina, kao i da prosu\u0111uju o vrednostima nekog materijala u odnosu na datu svrhu.<\/p>\n

\"Copyright:

Copyright: spass<\/p><\/div>\n

Prema Blumovoj hijerarhiji, svaki nivo zavisi od sposobnosti u\u010denika da izvr\u0161i prethodni nivo ili prethodne nivoe (faze). Na primer, u\u010deniku koji primenjuje znanje (faza 3) neophodno je da raspola\u017ee odre\u0111enim informacijama (faza 1) i u isto vreme razume te informacije (faza 2). Blum je smatrao da je u\u010denje proces i da je uloga nastavnika da poku\u0161a da podstakne proces razmi\u0161ljanja u\u010denika i pribli\u017ei ga, \u0161to je mogu\u0107e vi\u0161e, nivoima sinteze i evaluacije. Nastavnici koji \u017eele da unaprede svoje testove ili diskusiju na \u010dasu otkri\u0107e da \u0107e sastavljanje njih prema Blumovom modelu u\u010diniti njihov zadatak mnogo jednostavnijim. Tako\u0111e \u0107e garantovati grupu pitanja na svim kognitivnim nivoima i navesti u\u010denike da koriste neophodno kriti\u010dko razmi\u0161ljanje.<\/p>\n

Primena revidirane Blumove taksonomije u nastavi<\/b><\/h3>\n

Tokom 1990-ih Blumovi sledbenici Anderson i Krejtvol izvr\u0161ili su reviziju njegove taksonomije kako bi je prilagodili i u\u010dinili relevantnom za u\u010denike i nastavnike 21. veka. Prema ovoj reviziji, sinteza \u2013 shva\u0107ena kao kreiranje novog, rangirana je iznad evaluacije \u2013 kao sposobnosti upore\u0111ivanja razli\u010ditih re\u0161enja s obzirom na dati set kriterijuma.<\/p>\n

Koncept taksonomije je da sa svakim narednim nivoom u\u010denja pitanja gradacijski postaju sve te\u017ea. Na taj na\u010din pitanja vi\u0161eg reda zahtevaju dublje razmi\u0161ljanje i omogu\u0107avaju deci da pro\u0161ire svoje znanje i perspektivu o raznim stvarima i temama, kao i da unaprede svoje misaone procese.<\/p>\n

\"Copyright:

Copyright: Oksana Kuzmina<\/p><\/div>\n

Zahvaljuju\u0107i Blumovoj taksonomiji, roditelji i vaspita\u010di mogu lako da prate napredak koji su postigli pred\u0161kolci. Potrebno je samo da se usredsrede na sposobnost mali\u0161ana da odgovore na pitanje narednog nivoa u\u010denja. Prema Nacionalnoj asocijaciji za obrazovanje dece ranog uzrasta, deca uzrasta od tri godine su konkretni mislioci. To zna\u010di da su njihov govor i razmi\u0161ljanje linearni i fokusirani na ono \u0161to se fizi\u010dki nalazi pred njima. Starija deca, sa druge strane, imaju sposobnost da se pomere na hijerarhijskoj lestvici do faza koje omogu\u0107avaju apstraktne na\u010dine razmi\u0161ljanja. Mnogi mali\u0161ani sa \u010detiri godine u\u010destvuju u igri uloga i aktivnostima koje razvijaju ma\u0161tu. Tako drveni \u0161tap koji su prona\u0161li napolju postaje vilju\u0161ka ili ka\u0161ika. Na taj na\u010din pred\u0161kolci bi mogli da odgovaraju na komplikovanija pitanja nego mla\u0111a deca.<\/p>\n

Prilikom primene tehnike postavljanja pitanja koja prati Blumovu taksonomiju u pred\u0161kolskim ustanovama, prime\u0107eno je da su neki trogodi\u0161njaci i ve\u0107ina mali\u0161ana sa \u010detiri godine u stanju da prate apstraktne koncepte razmi\u0161ljanja uklju\u010duju\u0107i analiziranje, evaluaciju i stvaranje. NAEYC navodi da roditelje i vaspita\u010de ne treba da brine ukoliko sva deca ne mogu da odgovore na zahtevnija pitanja. Mali\u0161ani se razvijaju razli\u010ditim tempom i zato je nekima mo\u017eda potrebno vi\u0161e vremena da razviju apstraktnije nivoe razmi\u0161ljanja.<\/p>\n

Postavljanje pitanja deci van u\u010dionice<\/b><\/h3>\n

Roditelji kod ku\u0107e tako\u0111e mogu da podstaknu razvoj ve\u0161tina razmi\u0161ljanja i u\u010denja kod svoje dece na isti na\u010din kao \u0161to to \u010dine njihovi vaspita\u010di i nastavnici. U tom smislu, dobra polazna osnova je da roditelji prate i vode evidenciju o tome koliko \u010desto su njihovi mali\u0161ani u prilici da odgovaraju na razli\u010dita pitanja, kao i da li im se postavlja prava kombinacija pitanja u pogledu zastupljenih nivoa razmi\u0161ljanja. Osim toga, va\u017eno je da deca imaju dovoljno potrebnih informacija kako bi mogla na njih da odgovore. Korisno je da se mali\u0161anima posle \u010ditanja odre\u0111ene pri\u010de postave osnovna pitanja kao \u0161to su: Ko? Gde? Kada? Kako? Takva pitanja mogu da se ispi\u0161u na karticama i zalepe na stranice knjige, koja \u0107e deci slu\u017eiti kao podsetnik. Osim toga, deca mogu da se ohrabre da odgovaraju na te\u017ea pitanja kako bi ostvarila napredak. Ipak, nikako ne budite obeshrabreni ukoliko deca nisu u stanju da ta\u010dno odgovore na komplikovanija pitanja. Njihovi odgovori i dalje mogu da vas iznenade.<\/p>\n","protected":false},"excerpt":{"rendered":"

Poznato je da pitanja, a ne odgovori, oblikuju proces usvajanja novih saznanja. Kako treba da izgledaju pitanja koja bi podstakla aktivno anga\u017eovanje u u\u010denju i razmi\u0161ljanje kod dece pred\u0161kolskog uzrasta?<\/p>\n","protected":false},"author":5,"featured_media":12306,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[20,1122],"tags":[1452,1453,383,1244,1384,1385],"class_list":["post-16042","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog-posts","category-rano-ucenje","tag-blumova-taksonomija","tag-nastavnici","tag-obrazovanje","tag-rano-obrazovanje","tag-ucionice","tag-unapredjivanje-ranog-obrazovanja"],"acf":[],"yoast_head":"\nBlumova taksonomija: Koja pitanja podsti\u010du razmi\u0161ljanje kod dece? - Novak Djokovic Foundation<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/novakdjokovicfoundation.org\/sr\/blumova-taksonomija-razmisljanje-dece\/\" \/>\n<meta property=\"og:locale\" content=\"sr_RS\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Blumova taksonomija: Koja pitanja podsti\u010du razmi\u0161ljanje kod dece? - Novak Djokovic Foundation\" \/>\n<meta property=\"og:description\" content=\"Poznato je da pitanja, a ne odgovori, oblikuju proces usvajanja novih saznanja. 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