Ujumuishaji wa tafakuri tunduizi katika mitihani ya taifa ya shule za sekondari nchini Rwanda: Mfano wa Kiswahili kidato cha sita

Abstract

Tafakuri tunduizi inawawezesha wanafunzi wa lugha kufanya kazi kwa ufanisi kuzidi wanafunzi wengine ambao hawakuikuza. Hii inatokana na kwamba wanafunzi wenye stadi hii huwa na uwezo wa kufikiri kihakiki kuhusu masuala yanayohusiana na mazingira ya kazi na maisha kwa ujumla. Pamoja na hayo, fasihi inachukuliwa kama nyenzo ya kukuza stadi za tafakuri tunduizi kutokana na uchangamano wa vipengele vyake. Hivyo basi, makala yetu inalenga kujadili ujumuishaji wa stadi za tafakuri tunduizi katika mitihani ya Kiswahili ya taifa kwa shule za sekondari nchini Rwanda. Kupitia uchambuzi wa mitihani ya taifa ya somo la Kiswahili na matini mbalimbali kuhusu tathmini ya tafakuri tunduizi, tumebaini kwamba stadi za tafakuri tunduizi hazijumuishwi kwa ufanisi katika mitihani ya taifa ya somo la Kiswahili hasa katika kipengele cha fasihi. Baadhi ya maswali ya mtihani hayawapi wanafunzi uhuru wa kuhusisha hali ya darasani na maisha halisi ya utatuzi wa matatizo. Kwa hivyo, makala imetoa mikakati inayopaswa kuzingatiwa ili kuandaa maswali ya mitihani ya lugha ya Kiswahili kwa kujumuisha tafakuri tunduizi ipasavyo. Baadhi ya mikakati hiyo ni pamoja na kuzingatia malengo na mahitaji ya mwanafunzi na yale ya mtaala tumizi, kuhakikisha kuwa mwanafunzi anapewa fursa ya kuzalisha mawazo mapya kama matokeo ya ujifunzaji na kuandaa maswali ya mtihani yanayoakisi mazingira halisi ya utatuzi wa matatizo.

Language students with critical thinking are able to perform activities that other students cannot. This is because they are able to think critically about issues related to the workplace and life in generally. Literature is considered as a tool for developing critical thinking due to the complexity of its elements. Therefore, the main purpose of this paper is to analyse the integration of critical thinking skills in secondary-school national examinations in Rwanda. Through analysis of Kiswahili national examinations and various literature reviews about assessment of critical thinking, we have identified that critical thinking skills are not well integrated into the secondary-school Kiswahili national examinations in Rwanda, especially in the literature component. Some examination questions do not reach the level of requiring students to relate the classroom situation to real-life problem-solving. Therefore, the article suggests strategies to integrate critical thinking skills when preparing Kiswahili the examinations . Some of those strategies include considering the goals and needs of the students and those of the relevant curriculum, ensuring that student can generate new ideas as a result of learning, and preparing examination questions that reflect the real-word problem-solving context.