Refleksiv ta’lim muhitida o‘z-o‘zini baholash ko‘nikmalarini rivojlantirishning didaktik parametrlari tizimi
DOI:
https://doi.org/10.5281/zenodo.22293499Аннотация
Ushbu maqolada refleksiv ta’lim muhitida ta’lim oluvchilarning o‘z-o‘zini baholash ko‘nikmalarini rivojlantirishning
didaktik parametrlari tizimi nazariy-uslubiy va amaliy nuqtai nazardan tahlil qilinadi. Tadqiqotda J. Dyuining
tajriba pedagogikasi, D. Kolbning tajriba o‘qitish davrasi, J. Floull metakognitsiya nazariyasi va D. Nikolning ichki teskari
aloqa konsepsiyasi asosida o‘z-o‘zini baholash ko‘nikmalarining tarkibiy tuzilishi aniqlandi. Maqolada o‘z-o‘zini baholash
ko‘nikmalarini rivojlantirishning to‘rt guruhli didaktik parametrlari tizimi ishlab chiqildi: maqsadli-mazmuniy (8 parametr),
tashkiliy-jarayoniy (7 parametr), texnologik-vositali (6 parametr) va natija-baholash (5 parametr) guruhlari. Tadqiqot natijalarida
muallif tomonidan didaktik parametrlarning iyerarxik tizimi, ularning indikatorlari hamda diagnostika mexanizmlari
taqdim etildi. Tadqiqot natijalari oliy va umumiy o‘rta ta’lim muassasalarida refleksiv ta’lim muhitini loyihalashtirishda
foydalanish imkonini beradi.
Ключевые слова
refleksiv ta’lim muhiti, o‘z-o‘zini baholash, didaktik parametrlar, metakognitsiya, ichki teskari aloqa, formativ baholash, refleksiv amaliyot, tajriba o‘qitish davrasi, o‘z-o‘zini boshqarish, ta’lim oluvchi avtonomiyasi.Библиографические ссылки
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