P
mavzusidagi Respublika ilmiy-amaliy anjuman materiallari. Namangan 2025-yil.
833
ULARNING ILMIY ASOSLARI
Yusupova Yashnar Feruz qizi
NamDU tayanch doktoranti
yusupovayashnar@gmail.com
Annotatsiya
asoslari yoritilgan. Adaptiv yondashuvning ikki asosiy talqini sohaga moslashtirish va
yondashuvlar, matematika va kimyo fanlarini uyg
asoslab berilgan.
metakognitiv yondashuv, MMC modeli
FIELD-ORIENTED ADAPTIVE TEACHING TECHNOLOGIES AND THEIR
SCIENTIFIC FOUNDATIONS
Yusupova Yashnar Feruz qizi
PhD Student, Namangan State University
yusupovayashnar@gmail.com
Annotation
This article explores the scientific foundations of profession-oriented adaptive
teaching technologies. It analyzes dual meanings of adaptation: subject-specific
alignment (e.g., chemistry) and individualized learning. The role of digital platforms
such as ALEKS, blended learning strategies, metacognitive approaches, and
interdisciplinary integration between mathematics and chemistry is substantiated with
examples.
Keywords:
adaptive teaching, digital platform, blended learning, chemistry,
mathematics, metacognitive approach, MMC model.
P
mavzusidagi Respublika ilmiy-amaliy anjuman materiallari. Namangan 2025-yil.
834
yusupovayashnar@gmail.com
A
Adaptiv o qitish texnologiyalari
bu talabaning ehtiyojlari va yo nalishiga moslab
ta lim berishga xizmat qiluvchi usul va vositalar majmuasidir Adaptiv atamasi bu yerda
ikki ma noda qo llanilishi mumkin:
1)
ta lim mazmunini aynan kimyo sohasi ehtiyojlariga
moslashtirish (ya ni, sohaga yo naltirish),
2)
har bir talabaning individual bilim darajasi
va sur atiga mos ravishda moslashish (shaxsiy adaptivlik). Zamonaviy raqamli
texnologiyalar bu ikkala maqsadga erishishda katta yordam bermoqda. Xususan, onlayn
moslas
talabalarning bilim darajasini avtomatik baholab,
ularga mos murakkablik va ketma-ketlikda masalalar taqdim etadi. Masalan,
ALEKS
dasturlaridan bi
mastering learning
egallash) tamoyiliga asoslanadi
yo
Raqamli adaptiv
platformalar
va
mustahkamlash u
bajariladi. Bu jarayonda
,
kompyuterli
modellashtirish muhitlari (ACE)
va
avtomatlashtirilgan baholash tizimlari (AAS)
kabi texnologiyalar muhim r
uchun, Italiya universitetlaridan
onlayn-ilovalar bilan
boyitilgan
kurs
atilgan yakuniy baholashda sezilarli
ijobiy siljish
qayd etilib, metodikaning samaradorligi tasdiqlangan [3] .Bu kabi muvaffaqiyatning
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mavzusidagi Respublika ilmiy-amaliy anjuman materiallari. Namangan 2025-yil.
835
ilmiy asosi shundaki,
har bir
talabaning qiziqish va ehtiyojlarig
motivatsiyasi va ishtiroki yuqori
metakognitiv
yondashuv
va
qiyoslash va tahlil qilish
matematik modellashtirish jara
ham, matematik apparatni ham birgalikda ishlatishi talab qilinadi.
Matematik
modellashtirish sikli (MMC)
jarayonni soddalashtirib matematik modelga
talaba faqat matematik formulalargagina tayanib qolmasdan,
-
masalani yechishda qoqilmoqda, buning sababi ular faqat matematik yechim sxemasiga
texnologiyasining ilmiy asoslaridan biri
talabaning fikrlashini moslashuvchan qilish
,
rish. Bunday maqsadlarga erishish uchun
darslarda
reflektiv tahlil
(yechim bosqichlarini talabalarga tahlil qildirish), xatolar ustida
birgalikda ishlash va yechim topishdagi turli yondashuvlarni muhokama qilish kabi
.
talaba markazlashtirilgan
qilishga xizmat qiladi. Bunda talabaning faolligi oshadi, u
oladi.
Natijada darsga ajratilgan vaqtdan samarali foydalanilib,
har bir talaba maksimal
[2] .
1. ALEKS Corporation. (2023). *ALEKS - Assessment and Learning in Knowledge
Spaces*. https://www.aleks.com
2. Every Learner Everywhere. (2022). *Adaptive Learning Tools for Higher Education*.
https://www.everylearnereverywhere.org
3. ERIC Institute of Education Sciences. (2022). *Blended and Adaptive Learning
Reports*. https://files.eric.ed.gov
4. Royal Society of Chemistry. (2021). *Mathematics in Chemistry Education: Modelling
and Pedagogical Strategies*. https://edu.rsc.org
5. National Center for Biotechnology Information. (2021). *Personalized Learning and
Motivation*. https://pmc.ncbi.nlm.nih.gov
