BO‘LAJAK BOSHLANG‘ICH TA’LIM O‘QITUVCHILARINING INKLYUZIV TA’LIM SHAROITIDA STEAM YONDASHUVIDAN FOYDALANISH METODIK KOMPETENTLIGINI RIVOJLANTIRISH
DOI:
https://doi.org/10.5281/zenodo.23132540Аннотация
Mazkur maqolada bo‘lajak boshlang‘ich ta’lim o‘qituvchilarining inklyuziv ta’lim sharoitida STEAM yondashuvidan foydalanish metodik kompetentligini rivojlantirish masalasi tadqiq etilgan. Tadqiqotda bo‘lajak o‘qituvchilarning STEAM yondashuvini o‘zlashtirishi, uni inklyuziv ta’lim tamoyillari bilan uyg‘unlashtirishi hamda turli ta’limiy ehtiyojlarga ega o‘quvchilar uchun fanlararo topshiriqlarni loyihalashi bilan bog‘liq metodik kompetensiyalar tahlil qilingan. Metodik kompetentlikning motivatsion, kognitiv, loyihalash-metodik, amaliy va refleksiv komponentlari ajratib ko‘rsatilgan hamda ularning mazmuni pedagogik faoliyat nuqtayi nazaridan asoslangan. Shuningdek, bo‘lajak o‘qituvchilarda inklyuziv STEAM faoliyatini tashkil etish kompetentligini rivojlantirishning pedagogik shart-sharoitlari, jumladan, fanlararo integratsiya, amaliy-loyihaviy faoliyat, differensiallashtirilgan topshiriqlar, hamkorlikdagi ta’lim va refleksiv faoliyatning imkoniyatlari yoritilgan. Tadqiqot natijasida bo‘lajak boshlang‘ich ta’lim o‘qituvchilarining inklyuziv ta’lim sharoitida STEAM yondashuvidan foydalanish metodik kompetentligini rivojlantirishga yo‘naltirilgan tarkibiy-metodik model taklif etilgan. Mazkur model pedagogik tayyorgarlik jarayonida nazariy bilimlarni amaliy faoliyat bilan integratsiyalash, individual ta’limiy ehtiyojlarni hisobga olish va o‘quvchilarning STEAM faoliyatidagi faol ishtirokini ta’minlashga yo‘naltirilgan.Ключевые слова
boshlang‘ich ta’lim, bo‘lajak o‘qituvchi, STEAM, inklyuziv ta’lim, metodik kompetentlik, kasbiy kompetensiya, fanlararo integratsiya, differensial yondashuv, pedagogik tayyorgarlikБиблиографические ссылки
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