Abstract: Improving the efficiency and effectiveness of the educational process should be based on the development of personal potential and intellectual abilities of students, which implies the ability to generate and use knowledge in new situations. Today, the main task in training specialists, especially in higher education, is to develop and improve such skills among students. Benjamin Bloom's taxonomy, which establishes a direct link between learning objectives and the hierarchy of cognitive processes, seems to be a practical and convenient tool for setting objectives and evaluating learning outcomes. This article discusses the relationship between modern training requirements and the need for special work by the teacher on the goal-setting of pedagogical activity with an indication of the criteria of the end result in the assimilation of course content, cognitive and communicative activities. The article describes the results of testing the methods of teaching the subject through a system of various controlling procedures. using Benjamin Bloom's taxonomy to describe the cognitive knowledge and taking into account the changes made by Anderson and Kravlov (2001) on the organization of lectures, learning of educational material, development of cognitive and communicative activities, allowing to implement a qualitative assessment of the results of training students at the university. The method of modeling the content of the subject and a set of methods to motivate students to learn the content of the course, the development of cognitive needs, communication and intellectual sphere of all students. The factors limiting the use of binary lectures in the educational process are described. Practical recommendations on the use of this technology in the educational process have been developed.