Ortaöğretim Fransızca Dersi Öğretim Programının A1.1 ve A1.2 Dil Düzeyi Hedeflerinin Yenilenmiş Bloom Taksonomisine Göre Değerlendirilmesi

The study aims to analyse the A1.1 and A1.2 language level objectives of the 2018 Secondary School French Teaching Program, from the perspective of revised Bloom taxonomy’s the cognitive process and the knowledge dimensions. Besides it aims to detect distribution of cognitive, affective and psychomotor skills learning domains. Within this scope, in this study, document analysis technique was used. Developed by Anderson and Krathwohl (2010), the two-dimensional matrix was used in analysing the data. The reliability of the study was determined .89 by using Miles and Huberman coding reliability formula. The outcomes of study were detected that 213 objectives of A1.1 and A1.2 language level were in the cognitive domain and 26 objectives in the affective learning domain. However, the distribution of objectives in the cognitive process dimenson of taxonomy was mostly involved low-order thinking skills and at least high-order thinking skills. The knowledge dimension results were observed respectively in the conceptual knowledge, metacognitive knowledge and procedural knowledge dimensions. To conclude, the outcomes of the study revealed that the distribution of objectives are not homogenous from the perspective of the Bloom’s revised taxonomy’s dimensions, and are mostly in lower-level thinking and lower-level knowledge dimensions. Consequently, high-order thinking skills which play a significant role in students’ skills such as critical and creative thinking, problem solving are not adequately placed in A1.1 and A1.2 language level objectives of the Secondary School French Teaching Program.