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Развитие коммуникативной мобильности учащихся с использованием таксономии Блума на уроке географии

Authors: Лысенко Надежда Борисовна; МАОУ «Гимназия №23»; Nadejda B. Lysenko; MBEI gymnasium №23;

Развитие коммуникативной мобильности учащихся с использованием таксономии Блума на уроке географии

Abstract

В статье показано, как возможности таксономии Блума в групповой работе позволяют стимулировать развитие коммуникативной мобильности учащихся. Приведены примеры заданий.

Keywords

групповая форма роботы на уроке, образовательный результат, таксономия Блума, коммуникативная мобильность

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    popularity
    This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.
    Average
    influence
    This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
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    impulse
    This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.
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selected citations
These citations are derived from selected sources.
This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
BIP!Citations provided by BIP!
popularity
This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.
BIP!Popularity provided by BIP!
influence
This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
BIP!Influence provided by BIP!
impulse
This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.
BIP!Impulse provided by BIP!
0
Average
Average
Average
Green