O‘qish savodxonligini rivojlantirishda qo‘llaniladigan nazariy modellar
DOI:
https://doi.org/10.5281/zenodo.19015073Ключевые слова:
o‘qish modeli, pastdan yuqoriga modeli, yuqoridan pastga modeli, interaktiv model, psixolingvistik taxminiy o‘yin modeli, Dual Route Cascaded (DRC) modeli, uchburchak (Triangle) modeli, o‘qishning oddiy ko‘rinishi (SVR) modeli, Scarborough Reading Rope modeli, sotsio-psixolingvistik o‘qish modeli, sintaktik tahlil modeli, semantika, fonologiya, dekodlash, so‘zlarni identifikatsiya qilishАннотация
Ushbu maqolada o‘qish savodxonligini rivojlantirishga xizmat qiluvchi zamonaviy va klassik o‘qish modellarining
nazariy asoslari, ularning tuzilishi hamda ta’lim jarayonidagi ahamiyati yoritilgan. Tadqiqotda “pastdan yuqoriga”
(bottom-up), “yuqoridan pastga” (top-down) va “interaktiv” o‘qish modellari tahlil qilinadi. Shuningdek, “psixolingvistik
taxminiy o‘yin modeli”, “Dual Route Cascaded (DRC) modeli”, “uchburchak (Triangle) modeli”, “o‘qishning oddiy ko‘rinishi
(Simple View of Reading – SVR) modeli”, “Scarborough Reading Rope modeli”, “sotsio-psixolingvistik o‘qish modeli”
hamda “sintaktik tahlil modeli” qiyosiy jihatdan ko‘rib chiqiladi. Har bir modelning lingvistik, kognitiv va metodik imkoniyatlari
hamda o‘qib tushunish ko‘nikmalarini shakllantirishdagi o‘rni ilmiy manbalar asosida asoslab berilgan. Maqola natijalari
boshlang‘ich sinflarda o‘qish savodxonligini rivojlantirishga qaratilgan samarali metodik yondashuvlarni tanlashda,
ta’lim jarayonini modellashtirishda hamda o‘qish kompetensiyalarini baholash mezonlarini takomillashtirishda amaliy
ahamiyat kasb etadi.
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