“PREZIDENT MAKTABLARI TAJRIBASI ASOSIDA MATEMATIKA DARSLARIDA TOPSHIRIQLARNI DIFFERENSIALLASHTIRISH: SCAFFOLDINGGA ASOSLANGAN AMALIY MODEL”
Kalit so‘zlar:
differensial yondashuv, scaffolding, topshiriqni differensiallashtirishAbstrak
Ushbu maqolada matematika darslarida vazifalarni farqlashning samarali yondashuvi sifatida iskala tuzilishi tahlil qilinadi. Tadqiqot umumiy o'rta maktablar kontekstida o'quvchilarning bilim darajalari va kognitiv ishlov berish tezligining xilma-xilligini hisobga olgan holda o'tkazildi. Tadqiqotning amaliy qismi doirasida bir xil matematik masalaning ikkita versiyasi - an'anaviy (standart) format va yo'naltirilgan (iskala shaklida) format ishlab chiqildi va ularning o'quvchilarning muammolarni yechish jarayonlariga ta'siri kuzatildi.
Iskala shaklidagi vazifa modeli masalaning o'zini soddalashtirishga emas, balki murakkab kognitiv jarayonlarni kichikroq, mantiqiy tuzilgan bosqichlarga ajratishga qaratilgan. Ushbu yondashuv orqali o'quvchilarga muammolarni yechishni qanday boshlash, mos formulalarni tanlash va yechimlarni izchil va tizimli ravishda tuzish bo'yicha yo'l-yo'riq ko'rsatiladi. Natijalar shuni ko'rsatadiki, yo'naltirilgan vazifalar past natijalarga erishgan o'quvchilar orasida sinfdagi faollikni oshiradi, javobsiz javoblar sonini kamaytiradi va yozma fikrlash ko'nikmalarini rivojlantirishni qo'llab-quvvatlaydi.
Maqolada iskala tuzilishining nazariy asoslari, matematik vazifalarni qayta tiklash algoritmi va o'qituvchilar uchun amaliy tavsiyalar keltirilgan. Taklif etilayotgan model to'g'ridan-to'g'ri
umumiy o'rta maktablarda, ixtisoslashtirilgan ta'lim muassasalarida va
xalqaro o'quv dasturlari kontekstlarida ishlaydigan o'qituvchilar tomonidan qo'llanilishi mumkin.
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