RAQAMLI TA’LIM MUHITIDA BO‘LAJAK CHET TILI O‘QITUVCHILARINING TANQIDIY FIKRLASH KO‘NIKMALARINI RIVOJLANTIRISHNING NAZARIY VA METODOLOGIK ASOSLARI
DOI:
https://doi.org/10.47390/ydif-y2026v2i12/n44Kalit so‘zlar:
tanqidiy fikrlash, raqamli ta’lim, bo‘lajak chet tili o‘qituvchilari, o‘qituvchining kasbiy kompetensiyasi, oliy ta’lim, kognitiv rivojlanish, integrativ raqamli pedagogika, ta’lim transformatsiyasi, O‘zbekiston.Annotasiya
Ushbu maqolada raqamli ta’lim muhitida bo‘lajak chet tili o‘qituvchilari uchun muhim kasbiy kompetensiya sifatida tanqidiy fikrlashning konseptual, falsafiy, psixologik va pedagogik asoslari tadqiq etiladi. Sharq mutafakkirlari merosi, G‘arb falsafiy tafakkuri hamda zamonaviy kognitiv nazariyalarga tayangan holda tadqiqotda pedagog kadrlar tayyorlash jarayonida tanqidiy fikrlashni konseptuallashtirishning kompleks nazariy modeli ishlab chiqilgan. Maqolada ta’limning jadal raqamlashtirilishi tanqidiy fikrlash tushunchasini kengroq talqin etishni talab qilishi asoslab beriladi. Bunda tanqidiy fikrlash nafaqat umumiy kognitiv qobiliyatlarni, balki raqamli va lingvomadaniy axborotni tanqidiy baholash, pedagogik refleksiya, kasbiy faoliyatga oid qarorlarni mustaqil va ongli ravishda qabul qilish hamda mas’uliyatli o‘qituvchilik amaliyotini ham qamrab oladi. Tanqidiy fikrlashga oid o‘n beshta nufuzli ta’rifning qiyosiy tahlili asosida uning to‘rtta asosiy konseptual yondashuvi aniqlangan: ko‘nikmaga yo‘naltirilgan, moyillikka yo‘naltirilgan, kompetensiyaga yo‘naltirilgan hamda integrativ-raqamli yondashuvlar. Mazkur tahlil natijalariga tayangan holda O‘zbekistonning rivojlanib borayotgan raqamli ta’lim tizimi sharoitida bo‘lajak chet tili o‘qituvchilarining kasbiy ehtiyojlarini hisobga oluvchi mualliflikdagi integrativ ta’rif taklif etiladi.
Manbalar
1. Al-Farabi, A.N. (1993). Fozil odamlar shahri. Tashkent. pp. 432–440.
2. Anderson, L.W. & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching and Assessing. New York: Longman. pp. 30–48.
3. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman. pp. 45–60.
4. Bacon, F. (1977). Novum Organum. Moscow: Mysl. pp. 55–70.
5. Dadabolayeva, O.S. (2020). Boshlang'ich sinf o'quvchilarida tanqidiy fikrlash qobiliyatlarini shakllantirish mexanizmlari. Tashkent. p. 50.
6. Descartes, R. (1989). Discourse on the Method. Moscow: Mysl. pp. 22–30.
7. Dewey, J. (1910). How We Think. Boston: D.C. Heath. pp. 15–28.
8. Ennis, R.H. (1962). A concept of critical thinking. Harvard Educational Review, 32(1), pp. 81–111.
9. Ennis, R.H. (1996). Critical Thinking. Upper Saddle River, NJ: Prentice Hall. pp. 35–48.
10. Facione, P. (1990). Critical Thinking: A Statement of Expert Consensus. Millbrae, CA: California Academic Press. p. 3.
11. Flavell, J.H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), pp. 906–911.
12. G'ulomov, S.S. (2019). Tanqidiy fikrlash asoslari. Tashkent. p. 45.
13. Garrison, D.R. (2011). E-Learning in the 21st Century. New York: Routledge. pp. 95–105.
14. Halpern, D.F. (2014). Thought and Knowledge: An Introduction to Critical Thinking (5th ed.). New York: Psychology Press. pp. 6–58.
15. Horun Ar-Rashid (2022). Critical thinking in classroom settings. Journal of Educational Research, 14(2), p. 11.
16. Ibn Sina, A.A. (1980). Donishnoma. Tashkent. pp. 88–95.
17. Kahneman, D. (2011). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux. pp. 20–35.
18. Kant, I. (1994). Critique of Pure Reason. Moscow: Mysl. pp. 180–195.
19. Klarin, M.V. (1995). Razvitie kriticheskogo i tvorcheskogo myshleniya. Moscow. pp. 30–40.
20. Lipman, M. (2003). Thinking in Education (2nd ed.). Cambridge: Cambridge University Press. p. 26.
21. Miraç, Ö. & Nuriye, S. (2018). Barriers to critical thinking in education. Turkish Journal of Education, 7(1), p. 14.
22. Nazarov, T.B. (2021). XXI asr ta'limida tanqidiy fikrlash. Tashkent. pp. 42–44.
23. Paul, R. (1993). Critical Thinking. Santa Rosa, CA: Foundation for Critical Thinking. p. 22.
24. Paul, R. & Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. Upper Saddle River, NJ: Pearson. pp. 4–34.
25. Piaget, J. (1969). The Psychology of Intelligence. Moscow: Prosveshcheniye. pp. 78–90.
26. Rakhmonova, Sh. (2022). Strategies for developing critical thinking in EFL classrooms. Uzbek Journal of Pedagogy, 5(3), p. 78.
27. Ruggiero, V.R. (2012). Beyond Feelings: A Guide to Critical Thinking (9th ed.). New York: McGraw-Hill. p. 72.
28. UNESCO (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO. pp. 15–28.
29. Vygotsky, L.S. (1982). Thought and Language. Moscow: Pedagogika. pp. 102–118.
30. Yo'ldosheva, M. (2022). Problem-based instruction in foreign language teaching. Ta'lim va rivojlanish, 4(1), pp. 15–28.
31. Zagashev, I.O. & Zairsek, S.I. (2003). Kriticheskoye myshleniye: tekhnologiya razvitiya. Saint Petersburg. pp. 28–40.
This work is licensed under a 