Muammoli ta’lim texnologiyasi orqali talabalarning kreativ fikrlash ko‘nikmalarini rivojlantirish: “muammo” divergent–konvergent o‘quv sikli
DOI:
https://doi.org/10.5281/zenodo.21962708Ключевые слова:
muammoli ta’lim, kreativ fikrlash, divergent fikrlash, konvergent fikrlash, o‘quv sikli, muammoni qayta qo‘yish, pedagogik ko‘mak, prototiplash, formativ baholash, refleksiv transferАннотация
Mazkur maqolada muammoli ta’lim texnologiyasi orqali pedagogika oliy ta’lim muassasalari talabalarining
kreativ fikrlash ko‘nikmalarini rivojlantirish masalasi tadqiq etilgan. Kreativ fikrlash muammoni aniqlash va qayta ifodalash,
turli yo‘nalishdagi g‘oyalarni yaratish, original yechimlarni taklif qilish, ularni belgilangan mezonlar asosida baholash,
takomillashtirish hamda yangi vaziyatlarga ko‘chirishni qamrab oluvchi integrativ kompetensiya sifatida talqin qilingan.
Tadqiqotda muammoli ta’limning kreativ rivojlanishga ta’sir etuvchi kognitiv, motivatsion va ijtimoiy mexanizmlari nazariy
tahlil qilinib, ularni yaxlit o‘quv jarayonida amalga oshirishga xizmat qiluvchi “MUAMMO” divergent-konvergent o‘quv sikli
taklif etilgan. Mazkur sikl muammoga kirish, muammoni qayta anglash, alternativ g‘oyalarni yaratish, maqbul variantni
mezonlar asosida tanlash, prototipni sinash va natijani refleksiv baholash jarayonlarini o‘zaro bog‘laydi. Shuningdek,
autentik va ochiq muammo, psixologik xavfsiz muhit, bosqichli pedagogik ko‘mak, dialogik hamkorlik, prototiplash hamda
jarayonga yo‘naltirilgan formativ baholash metodikaning asosiy pedagogik shart-sharoitlari sifatida asoslangan. Tadqiqot
natijasida talabalarning muammoni qayta qo‘yish, fikrlash ravonligi, moslashuvchanligi, originalligi, yechimni batafsillashtirish,
amaliy qiymatini asoslash va refleksiv transfer ko‘nikmalarini baholash mezonlari aniqlashtirilgan. Taklif etilgan sikl
pedagogika yo‘nalishidagi fanlar mazmuniga moslashtirilishi hamda talabalarni noaniq kasbiy-pedagogik vaziyatlarda
mustaqil, asoslangan va ijodiy qaror qabul qilishga tayyorlashda qo‘llanilishi mumkin
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