Geometriya fanida isbotlashga doir masalalarning o‘quvchilarda divergent tafakkurni rivojlantirishdagi didaktik imkoniyatlari
DOI:
https://doi.org/10.5281/zenodo.20196353Ключевые слова:
geometriya, isbotlash, divergent tafakkur, matematik kreativlik, ko‘p yechimli masalalar, problem-posing, Van Hiele darajalari, metodik model.Аннотация
Ushbu maqolada geometriyada isbotlashga doir masalalarning o‘quvchilarda divergent tafakkurni rivojlantirishdagi
didaktik imkoniyatlari nazariy-metodik jihatdan tahlil qilinadi. Divergent tafakkurning sermahsullik, moslashuvchanlik
va originallik ko‘rsatkichlari geometrik isbot faoliyati bilan bog‘liq holda yoritib berilgan. Maqolada ko‘p isbotli,
ochiq va yarim ochiq, teskari, umumlashtiruvchi hamda problem-posing asosidagi geometrik topshiriqlar tasnifi taklif
etilgan. Shuningdek, isbotlash jarayonining evristik kuzatish, g‘oyalar ishlab chiqish, dalillarni tanlash, qiyosiy tahlil hamda
bilimlarni yangi vaziyatga tatbiq etish bosqichlaridan iborat metodik modeli ishlab chiqilgan
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