Keywords
Abstract
Mazkur tezisda raqamli platformalar va ta’limiy dasturiy ta’minotning zamonaviy ta’lim jarayonidagi didaktik imkoniyatlari tahlil qilinadi. Raqamli vositalarning ta’lim mazmunini loyihalashtirish, talabalarning mustaqil ta’lim faoliyatini tashkil etish, o‘quv jarayonini individuallashtirish va adaptivlashtirish, interaktiv hamkorlikni ta’minlash, monitoring va tezkor qayta aloqani amalga oshirishdagi imkoniyatlari yoritiladi. Shuningdek, raqamli platformalardan foydalanishning pedagogik samaradorligini ta’minlovchi didaktik tamoyillar va shart-sharoitlar asoslanadi.
References
UNESCO. Global Education Monitoring Report 2023: Technology in Education: A Tool on Whose Terms? Paris: UNESCO, 2023. DOI: 10.54676/UZQV8501. https://gem-report-2023.unesco.org/
2. Redecker C. European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union, 2017. https://publications.jrc.ec.europa.eu/repository/handle/JRC107466
3. Zimmerman B.J. Becoming a Self-Regulated Learner: An Overview // Theory Into Practice. 2002. Vol. 41, No. 2. P. 64–70. https://doi.org/10.1207/s15430421tip4102_2
4. Garrison D.R., Kanuka H. Blended Learning: Uncovering Its Transformative Potential in Higher Education // The Internet and Higher Education. 2004. Vol. 7, No. 2. P. 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
5. Mishra P., Koehler M.J. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge // Teachers College Record. 2006. Vol. 108, No. 6. P. 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x