Maktabgacha ta’limda bolalar bilan innovatsion texnologiyalar yordamida ekologik omillarni singdirish
DOI:
https://doi.org/10.5281/zenodo.20454907Ключевые слова:
maktabgacha ta’lim, ekologik tarbiya, innovatsion texnologiyalar, raqamli o‘quv muhiti, ekologik kompetentlik, bolalar ekologiyasiАннотация
Maktabgacha ta’lim muassasalarida bolalarga ekologik bilim va qadriyatlarni innovatsion texnologiyalar
vositasida singdirish masalalari tahlil qilinadi. Zamonaviy raqamli vositalar, multimedia resurslari hamda interfaol o‘quv
muhitlarining ekologik tarbiya jarayoniga integratsiyasi nazariy jihatdan yoritilgan. Adabiyotlar tahlili asosida ekologik
kompetentlikni shakllantirishda innovatsion yondashuvlarning samaradorligi va ularning bolalar psixologik xususiyatlariga
mosligi muhokama qilingan. Tadqiqot natijalari texnologik vositalarning maqsadli qo‘llanilishi maktabgacha yoshdagi
bolalarda ekologik ongni shakllantirish jarayonini sezilarli darajada boyitishi va jadallashtirishini ko‘rsatadi
Библиографические ссылки
1. UNESCO. Education for Sustainable Development Goals: Learning Objectives. – Paris: UNESCO Publishing, 2017.
– 68 p.
2. O‘zbekiston Respublikasi. Maktabgacha ta’lim va tarbiya to‘g‘risidagi Qonun. – Toshkent, 2019. – O‘zbekiston Respublikasi
qonun hujjatlari to‘plami, 2019, № 37, 585-modda.
3. Николаева С. Н. Теория и методика экологического образования детей. – Москва: Академия, 2002. – 336 с.
4. Wals A. E. J. (Ed.). Social Learning: Towards a Sustainable World. – Wageningen: Wageningen Academic Publishers,
2007. – 585 p.
5. Plowman L., McPake J. Seven Myths about Young Children and Technology // Childhood Education. – 2013. – Vol.
89, № 1. – P. 27–33.
6. Yelland N., Kilderry A. Becoming Numerate with Technologies in the Twenty-First Century // International Journal of
Early Years Education. – 2010. – Vol. 18, № 2. – P. 91–106.
7. Комарова Т. С., Комарова И. И., Туликов А. В. Информационно-коммуникационные технологии в дошкольном
образовании. – Москва: Мозаика-Синтез, 2011. – 128 с.
8. Ksenya M., Alekseeva I. Gamification as a Tool for Environmental Education in Preschool Institutions // European
Journal of Educational Research. – 2020. – Vol. 9, № 3. – P. 1209–1220.
9. Immordino-Yang M. H., Damasio A. We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience
to Education // Mind, Brain, and Education. – 2007. – Vol. 1, № 1. – P. 3–10.
10. Fjørtoft I. The Natural Environment as a Playground for Children: The Impact of Outdoor Play Activities in Pre-Primary
School Children // Early Childhood Education Journal. – 2001. – Vol. 29, № 2. – P. 111–117.
Загрузки
Опубликован
Выпуск
Раздел
Лицензия
Copyright (c) 2026 MAKTABGACHA VA MAKTAB TA’LIMI JURNALI
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
