Oliy ta’limda jismoniy tarbiya o‘qituvchilarining raqamli savodxonligini oshirishning pedagogik asoslari tahlili
DOI:
https://doi.org/10.5281/zenodo.21526238Ключевые слова:
raqamli savodxonlik, jismoniy tarbiya o‘qituvchisi, oliy ta’lim, DigCompEdu, TPACK, raqamli baholash, kasbiy rivojlanish, pedagogik model.Аннотация
Mazkur maqolada oliy ta’lim muassasalarida faoliyat yuritayotgan jismoniy tarbiya o‘qituvchilarining raqamli
savodxonligini rivojlantirishning pedagogik asoslari tahlil qilingan. Raqamli savodxonlik texnik ko‘nikmalar majmui sifatida
emas, balki raqamli resurslarni tanlash, harakat faoliyatiga oid ma’lumotlarni tahlil qilish, raqamli baholashni amalga
oshirish, axborot xavfsizligini ta’minlash va refleksiv faoliyatni integratsiyalovchi kasbiy kompetensiya sifatida talqin
etilgan. Tadqiqotda tizimli tahlil, qiyosiy taqqoslash, kontent-tahlil hamda pedagogik modellashtirish metodlaridan foydalanilgan.
DigCompEdu va TPACK konseptual yondashuvlari jismoniy tarbiya fanining amaliy-harakatli xususiyatlariga
moslashtirilgan.
Tadqiqot natijasida umumiy AKT kurslarining ustunligi, amaliy topshiriqlarning yetishmasligi, ma’lumotlar savodxonligining
past darajasi hamda metodik ta’minotdagi tafovutlar asosiy muammolar sifatida aniqlangan. Ularni bartaraf etish maqsadida
“Tashxis - Maqsadli modul - Amaliy loyiha - Refleksiya - Monitoring” pedagogik modeli taklif etilgan. Tadqiqotning
ilmiy yangiligi raqamli savodxonlikning oltita tarkibiy komponenti hamda ularni rivojlantirish mexanizmlarining yagona
pedagogik tizim asosida nazariy va metodik jihatdan asoslab berilganligidadir.
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