Keywords
Abstract
Maqolada maktab o‘quvchilariga Python dasturlash tilini o‘qitishda interaktiv pedagogik yondashuvlarning nazariy asoslari va ularning samaradorligiga oid xorijiy ilmiy adabiyotlar tahlil qilinadi. Xalqaro tadqiqotlarda keng o‘rganilgan gamifikatsiya, loyiha asosidagi ta’lim, juftlikda dasturlash, vizual muhitdan matn kodga bosqichma-bosqich o‘tish va muammoga yo‘naltirilgan ta’lim usullari konstruktivizm hamda o‘z-o‘zini boshqarish nazariyalari nuqtai nazaridan ko‘rib chiqiladi. Tahlil shuni ko‘rsatadiki, ushbu usullar an’anaviy o‘qitish yondashuviga nisbatan o‘quvchilar motivatsiyasi, o‘zlashtirish chuqurligi va algoritmik tafakkur rivojlanishiga ijobiy ta’sir ko‘rsatish imkoniyatiga ega. Maqola o‘zbek maktablarida Python o‘qitish metodikasini takomillashtirish uchun ilmiy-nazariy asos yaratadi va bu yo‘nalishdagi empirik tadqiqotlar uchun metodologik yo‘l-yo‘riq bo‘lib xizmat qiladi.
References
1. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398.
2. Combéfis, S., Bibal, A., & Van Roy, P. (2016). Recasting programming courses with a skills-based progression model. Proceedings of the 47th ACM Technical Symposium on Computing Science Education, 281–286.
3. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9–15.
4. Hanks, B., Fitzgerald, S., McCauley, R., Murphy, L., & Zander, C. (2011). Pair programming in education: A literature review. Computer Science Education, 21(2), 135–173.
5. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom. Computers & Education, 80, 152–161.
6. Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers. ACM Computing Surveys, 37(2), 83–137.
7. Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67.
8. Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2), 137–172.
9. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.