BOLALARDA PROMPTING QOBILIYATINI SHAKLLANTIRISHDA YOSH BOSQICHLARI
DOI:
https://doi.org/10.47390/ydif-y2026v2i12/n29Kalit so‘zlar:
Sun’iy intellekt (SI), yirik til modellari (LLM), prompting ko‘nikmasi, kognitiv rivojlanish, J. Piaje, L.S. Vigotskiy, Blum taksonomiyasi, 5W1H shabloni, Chain-of-Thought (fikr zanjiri), meta-prompting, pedagogik model, raqamli savodxonlik.Annotasiya
Ushbu maqolada yirik til modellari (LLM) va sun’iy intellekt (SI) texnologiyalari shiddat bilan rivojlanayotgan davrda ta’lim tizimining dolzarb vazifalaridan biri — bolalarda "prompting" (SI tizimlariga aniq va maqsadli so‘rov tuzish) qobiliyatini shakllantirishning yosh bosqichlari ilmiy asosda tadqiq etilgan. Tadqiqotning nazariy poydevorini J. Piajening operatsional intellekt nazariyasi, L.S. Vigotskiyning madaniy-tarixiy psixologiyasi va B. Blum taksonomiyasi tashkil etadi. Maqolada bolalarning kognitiv rivojlanish xususiyatlaridan kelib chiqib, prompting ta’limi to‘rtta asosiy yosh bosqichiga tasniflangan: maktabgacha yosh (4–6 yosh) — og‘zaki ifoda, boshlang‘ich sinf (7–10 yosh) — "5W1H" shabloniga asoslangan tuzilgan so‘rov, o‘rta maktab (11–13 yosh) — fikr zanjiri (Chain-of-Thought) metodiga tayanuvchi strategik prompting va o‘smirlik davri (14–16 yosh) — mustaqil professional va meta-prompting bosqichi. Har bir davr uchun mos keluvchi SI vositalari, metodologik yondashuvlar va ularning empirik samaradorlik ko‘rsatkichlari qiyosiy tahlil qilingan. Yakunda ushbu tizimni O‘zbekiston milliy o‘quv dasturlariga integratsiya qilish bo‘yicha to‘rt bosqichli pedagogik model taklif etilgan va hududiy raqamli infratuzilma farqlari kabi cheklovlar muhokama qilingan.
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