BUILDING HIGHER ORDER THINKING THROUGH SOCRATIC QUESTIONING IN LITERATURE CLASSES

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Published: 2025-12-05
DOI: https://doi.org/10.66073/ReFocus-Conf/526
Keywords:
Socratic questioning, literature teaching, higher-order thinking, critical thinking, creative thinking, interactive learning, analysis, independent learning

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Mukhiddinova Faridabonu Ismoiljon qizi
3rd year student, Chirchik State Pedagogical University
Mahmudova Zilola Shukhrat qizi
EFL teacher, Chirchik State Pedagogical University

Abstract

This article explores the effectiveness of Socratic questioning in developing higherorder thinking skills in literature classes. The study reveals that the Socratic approach encourages students
to think critically and creatively, engage deeply with literary texts, and express their ideas with logical
reasoning. It emphasizes the role of guided questioning in fostering interactive dialogue between teacher
and students, enhancing independent analysis, and promoting reflective learning. The paper provides
practical insights for educators seeking innovative strategies to enrich literature instruction and cultivate
intellectual curiosity among learners. 

Article Details

Issue

Vol. 1 No. 1 (2025): Republican scientific-practical conference on “New Paradigms in Science, Technology and Education”

Section

Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mukhiddinova Faridabonu Ismoiljon qizi, & Mahmudova Zilola Shukhrat qizi. (2025). BUILDING HIGHER ORDER THINKING THROUGH SOCRATIC QUESTIONING IN LITERATURE CLASSES. Partner Conferences of the International Scientific Journal Research Focus, 1(1), 851-852. https://doi.org/10.66073/ReFocus-Conf/526

References

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