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TARIXIY BILIMLARNI SHAKLLANTIRISH JARAYONI VA TARIX DARSLARINING
SAMARADORLIGINI OSHIRISH YO‘LLARI
Gadayeva Mohigul Muxamedovna
Osiyo xalqaro universiteti Tarix va filologiya kafedrasi o`qituvchisi.
https://doi.org/10.5281/zenodo.15267856
Annotatsiya.
Mazkur maqolada maktablarda va oliy ta’lim tizimida tarixiy bilimlarni
shakllantirishning asosiy bosqichlari, ta’lim jarayonida zamonaviy metod va texnologiyalarni
qo‘llash orqali dars samaradorligini oshirish yo‘llari tahlil qilinadi. Talabalarni mustaqil
fikrlash, tarixiy tafakkurni rivojlantirish va tarixiy manbalar bilan ishlashga yo‘naltirish muhim
vazifa sifatida qaraladi.
Kalit so‘zlar
: tarixiy tafakkur, pedagogik texnologiya, interaktiv metod, o‘quv jarayoni,
manbashunoslik, innovatsiya.
THE PROCESS OF FORMING HISTORICAL KNOWLEDGE AND WAYS TO
INCREASE THE EFFECTIVENESS OF HISTORY LESSONS
Abstract.
This article explores the formation of historical knowledge in the context of
higher education and examines modern pedagogical approaches to enhance the effectiveness of
history classes. It highlights the importance of interactive methods, the role of historical sources,
and the integration of digital technologies in developing students' analytical and critical thinking
skills. The article also discusses the collaborative role of instructors in guiding independent
student research and fostering historical consciousness.
Keywords:
historical thinking, pedagogy, interactive learning, historical sources,
academic research, digital tools.
ПРОЦЕСС ФОРМИРОВАНИЯ ИСТОРИЧЕСКИХ ЗНАНИЙ И ПУТИ
ПОВЫШЕНИЯ ЭФФЕКТИВНОСТИ УРОКОВ ИСТОРИИ
Аннотация
. В статье рассматривается формирование исторических знаний в
контексте высшего образования и рассматриваются современные педагогические
подходы к повышению эффективности занятий по истории. Подчеркивается важность
интерактивных методов, роль исторических источников и интеграция цифровых
технологий в развитии аналитических и критических навыков мышления студентов. В
статье также обсуждается совместная роль преподавателей в руководстве
независимыми студенческими исследованиями и развитии исторического сознания.
Ключевые слова
: историческое мышление, педагогика, интерактивное обучение,
исторические источники, академические исследования, цифровые инструменты.
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XXI asrda bilimli, fikrlovchi, vatanparvar shaxsni shakllantirish ta’lim tizimining asosiy
vazifalaridan biriga aylandi. Ayniqsa, tarix fanining bu boradagi roli beqiyos bo‘lib, u
o‘quvchilar va talabalarni milliy ong, tarixiy xotira, ijtimoiy mas’uliyat kabi muhim qadriyatlar
asosida tarbiyalaydi. Oliy ta’lim muassasalarida tarix fanini o‘qitish mazmuni va metodikasi
zamon talablari bilan uyg‘unlashmog‘i lozim.
Bugungi kunda faqatgina faktlarni yodlash emas, balki tarixiy jarayonlarni tahlil qilish,
voqealar orasidagi sabab-oqibat munosabatlarini anglash, tarixiy tafakkurni shakllantirishga
yo‘naltirilgan yondashuvlar talab etiladi.
Zamonaviy tarix fani nafaqat ilmiy bilimlar tizimini o‘rgatadi, balki shaxsning ijtimoiy
ongini shakllantirish, uni tanqidiy fikrlovchi va faol fuqaroga aylantirishda muhim rol o‘ynaydi.
Oliy ta’lim tizimida tarixiy bilimlarni chuqur o‘zlashtirish — kelajak mutaxassislarining
kasbiy va intellektual salohiyatini oshirishda asosiy omillardan biridir.
Tarix darslarining samaradorligini oshirish esa o‘qituvchining metodik mahorati,
zamonaviy texnologiyalarni o‘zlashtira olishi va o‘quvchilar bilan samarali muloqot o‘rnatishiga
bog‘liq.
Bugungi kunda maktab ta’lim tizimidagi islohotlar tarix faniga ham yangicha
yondashuvni talab etmoqda. Tarixiy bilimlar nafaqat o‘quvchilarda dunyoqarash va tafakkurni
rivojlantiradi, balki ularni vatanparvarlik ruhida tarbiyalashda ham muhim o‘rin tutadi.
Tarixiy bilimlarni shakllantirish jarayoni. Tarixiy bilimlar quyidagi bosqichlar orqali
shakllanadi:
Ma’lumotlarni qabul qilish – tarixiy faktlar, sanalar, hodisalar, shaxslar haqida dastlabki
tushunchalarning paydo bo‘lishi;
Anglash va tahlil qilish – tarixiy hodisalar o‘rtasidagi sabab-oqibat bog‘liqligini
tushunish;
Xotirada mustahkamlash – takrorlash, jadval va xaritalardan foydalanish orqali bilimlarni
mustahkamlash;
Amaliy qo‘llash – tarixiy bilimlarni hozirgi davr muammolarini tushunishda va tahlil
qilishda qo‘llay olish.
Tarix darslarining samaradorligini oshirish yo‘llari.
Samaradorlikni oshirishda quyidagilar muhim hisoblanadi:
Innovatsion pedagogik texnologiyalar – interaktiv usullar, klaster, insert, “aqliy hujum”
kabi yondashuvlar;
Axborot texnologiyalaridan foydalanish – elektron darsliklar, multimedia vositalari,
virtual sayohatlar;
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Tarixiy manba va hujjatlar bilan ishlash – o‘quvchilarni asl tarixiy hujjatlar, xaritalar,
fotosuratlar bilan tanishtirish;
Muammoli savollar va tarixiy bahslar – o‘quvchilarda tanqidiy fikrlash va mustaqil fikr
yuritish ko‘nikmalarini shakllantirish;
Loyiha va ijodiy ishlar – o‘quvchilarga kichik tadqiqotlar olib borish imkoniyatini berish.
O‘qituvchining roli. Zamonaviy tarix o‘qituvchisi:
Bilim beruvchi emas, balki yo‘naltiruvchi bo‘lishi kerak;
O‘quvchilarning mustaqil fikrlashiga yo‘l ochib berishi kerak;
O‘z fanini sevuvchi va tarixiy tafakkurni shakllantiruvchi shaxs bo‘lishi lozim.
Oliy ta’lim muassasalarida esa tarixiy bilimlar shakllanishi quyidagi asosiy komponentlar
orqali amalga oshiriladi:
1
.
Tarixiy bilimlarni shakllantirishning nazariy yondashuvlari
Tarixiy bilimlar – bu insoniyat taraqqiyoti, madaniy rivojlanish, siyosiy voqealarning
o‘zaro bog‘liqligi asosida shakllanuvchi tizimli tafakkur natijasidir. Zamonaviy ta’limda
konstruktivistik yondashuvlar, xususan Vygotskiy va Bruner nazariyalari asosida bilimlar
mustaqil faoliyat orqali shakllantiriladi. Bunday yondashuvda talabalar tayyor bilimni emas,
balki ularni o‘z tahlili, izlanishi, muhokamasi orqali egallaydi. Bu esa tarixiy tafakkurning
shakllanishiga xizmat qiladi.
2. Tarix darslarini interfaol tashkil etish
OTMda tarix fanini o‘qitishda quyidagi interfaol metodlardan foydalanish muhim:
Debat va bahs-munozaralar – talabalarda tanqidiy fikrlashni rivojlantiradi;
Rol o‘ynash va tarixiy ssenariylar asosidagi darslar – tarixiy voqealarni his qilish,
empatiya ko‘nikmalarini rivojlantirishga yordam beradi;
Keys-stadiy (vaziyatli tahlil) – murakkab tarixiy vaziyatlarda qaror qabul qilishga
o‘rgatadi.
Bu metodlar talabalarning faolligini oshirib, ularni bilim olish jarayonining
ishtirokchisiga aylantiradi.
3. Texnologik yondashuv va AKTdan foydalanish
AKT asosida tashkil etilgan tarix darslari quyidagi ustunliklarga ega:
Tarixiy jarayonlar vizual, grafik va animatsion tarzda namoyish qilinadi;
O‘quvchilar o‘z mustaqil izlanishlari orqali dars materialini chuqurroq o‘zlashtiradi.
Elektron platformalar orqali tarixiy hujjatlar, xaritalar, arxiv materiallari tahlil qilinadi.
Shuningdek, Moodle, Google Classroom kabi raqamli platformalar orqali talabalarning
mustaqil ishlari monitoring qilinadi.
4. O‘quv va tarbiyaviy samaradorlikni oshirish
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Tarix darslarining samaradorligi faqat bilim bilan emas, balki shaxsiy rivojlanish bilan
ham belgilanadi. Talabalarda tarixiy voqealarga nisbatan tahliliy, axloqiy va fuqarolik
pozitsiyasini shakllantirish – bu darslarning asosiy maqsadidir. Tarix darslari milliy g‘urur,
mustaqillik va ma’naviy barkamollik ruhida olib borilishi zarur. Oliy ta’lim muassasalarida tarix
fanining samarali o‘qitilishi uchun interfaol metodlar, innovatsion texnologiyalar va tahliliy
yondashuvlar uyg‘unligiga asoslangan yondashuv zarur. Tarixiy bilimlarni shakllantirish – bu
o‘tmishni o‘rganish emas, balki tafakkur, ong va shaxsni rivojlantirish vositasi sifatida qaralishi
kerak. Bu esa, talabalarni hayotiy faoliyatga tayyorlash, ularda tarixiy xotira, mas’uliyat va
fuqarolik ongini shakllantirishda asosiy omil bo‘lib xizmat qiladi.
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