{"id":686,"date":"2022-01-05T11:02:00","date_gmt":"2022-01-05T06:02:00","guid":{"rendered":"https:\/\/socis.uz\/?p=686"},"modified":"2024-03-27T11:56:14","modified_gmt":"2024-03-27T06:56:14","slug":"school_epics3_results","status":"publish","type":"post","link":"https:\/\/socis.uz\/en\/2022\/01\/05\/school_epics3_results\/","title":{"rendered":"Maktab o’quvchilari, darsliklar va adabiyot haqida"},"content":{"rendered":"
\n\n\n

Biz maktab ta\u2019limini adabiyot darslaridan namunalar, umumta\u2019lim maktablari o\u2018quvchilari tomonidan xalq dostonlarini o\u2018rganishni davom ettiramiz. Avvalroq, tajriba so’rovi davomida biz talabalar va o’qituvchilarning fikr-mulohazalaridagi ba’zi tendentsiyalarni aniqlashga muvaffaq bo’ldik. Ushbu tadqiqotda biz namuna hajmini kengaytira oldik va natijalarni yanada mazmunli qildik.<\/p>\n\n\n\n

Zamonaviy \u201cAdabiyot\u201d darsliklarining adabiy materialni o\u2018qitish va o\u2018rganishdagi o\u2018rnini aniqlash maqsadida umumta\u2019lim maktablarining 7-9-sinf o\u2018quvchilari o\u2018rtasida tajriba-sinov ishlari olib borildi. Ushbu tadqiqotni ishlab chiqish O\u2018zbekiston Respublikasining umumta\u2019lim maktablari o\u2018quvchilari va o\u2018qituvchilari o\u2018rtasida o\u2018tkazilgan bir qator tajriba so\u2018rovlariga asoslanadi. Ilgari biz, umuman olganda, zamonaviy interfaol o\u2018qitish usullarini kengroq qo\u2018llash zarurati, shu bilan birga video formatdagi o\u2018quv materiallari va mobil ilovalarni ko\u2018paytirish talabi borligini aniqlagan edik (batafsil ma\u2019lumot bu yerda) .<\/p>\n\n\n\n

Biz mavzuni chuqur o’rganishga va qo’shimcha so’rov o’tkazishga qaror qildik, tanlov hajmini 279 respondentgacha kengaytirdik. Respondentlar Toshkent shahridagi uchta maktabda, 7, 8 va 9-sinf o\u2018quvchilari orasidan tanlab olindi. O’quvchilarning maktablar va sinflar bo’yicha taqsimlanishi bir xil bo’lib, jinsi bo’yicha o’quvchilar quyidagicha taqsimlangan: o’g’il bolalar – 53,0%, qizlar – 47,0%. Ma’lumotlar anketa usuli yordamida to’plangan. Tadqiqot guruhidagi tadqiqotning reprezentativligi 95% ishonchlilik darajasida o’n foiz xatolik bilan ko’p bosqichli qatlamli tanlamadan foydalanish bilan ta’minlanadi.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

So\u2018rovning asosiy mezonlari sifatida biz o\u2018quvchilarning adabiyot darslariga qiziqishini ko\u2018rsatadigan bir qator savollarni tanladik, xususan, \u201cAdabiyot darslari sizga yoqadimi?\u201d degan savolga so\u2018rovnoma ishtirokchilarining 42,7 foizi \u201cha\u201d deb javob berdi, 29,0 foizi o\u2018rtacha baho berdi. qiziqish darajasi va respondentlarning 21,9 foizi adabiyot darslariga qiziqmasligini bildirgan. Chastotalararo tahlildan foydalangandan so’ng, biz ijtimoiy-demografik ko’rsatkichlar bo’yicha tanlanganlar orasida ushbu javoblarning tendentsiyalarini aniqlashga qaror qildik. So’rov natijalari shuni ko’rsatadiki, maktabda adabiyot darslari, umuman olganda, qizlar uchun ko’proq qiziqarli, o’g’il bolalar esa ko’proq darajada o’rtacha qiziqish ko’rsatgan.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Shuningdek, adabiyot darslarini o’tkazish sohasida o’qituvchining ta’siri va maktabning o’ziga xosligi haqidagi gipotezani sinab ko’rish uchun biz o’quvchilar sinfi bo’yicha yana bir o’zaro chastota tahlilini o’tkazdik.<\/p>\n\n\n\n

Shuningdek, biz “adabiyot” faniga qiziqish va o’quv materiallarini taqdim etish formati o’rtasidagi bog’liqlikni taxmin qildik. Biz talabalardan materialni taqdim etishning uchta asosiy formatini besh balli shkalada baholashni so\u2018radik, bunda 1 ball umuman samarali emas, 5 esa juda samarali degan ma\u2019noni anglatadi.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Audio va video o’quv materiallari uchun eng samarali format sifatida tan olingan. Shuni ham ta’kidlash kerakki, kichikroq namunadagi tajriba so’rovlarida video formati eng qulayi sifatida tanlangan. Talabalar ushbu formatlarning barchasini mobil ilova ko’rinishida birlashtirgan darsliklar eng foydali bo’lishiga ko’proq ishonishgan. Shu bilan birga, kengaytirilgan so’rov natijalari mobil ilovaning adabiyot darsligi sifatida foydaliligini baholashda o’rtacha reytinglarning oshishiga qarab siljishini ko’rsatadi.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Umuman olganda, so’rov natijalarini o’rganish, mavzuning o’zi matn materiallari bilan bog’langaniga qaramay, zamonaviy talabalarning zamonaviyroq formatdagi o’quv materiallariga bo’lgan talabini oshirish tendentsiyalarini ko’rsatadi. Biroq, respondentlarning namuna hajmi va dizayniga bo’lgan javoblarida sezgirlik ham mavjud, bu bu holatda muhim cheklovdir. Kelajakda, belgilangan fan sohasini yanada chuqurroq va mazmunli o’rganish uchun namuna hajmini va o’lchov vositalarining to’plamini kengaytirish kerak, ammo bu cheklovlarga qaramay, bir qator xulosalar chiqarish mumkin. Joriy tadqiqot natijasida aniqlangan tendentsiyalar:<\/p>\n\n\n\n

\n
    \n
  1. Adabiyot fanidan yangi, zamonaviy darsliklar yaratish zaruriyati;<\/li>\n<\/ol>\n\n\n\n

    2. Ushbu fan bo’yicha an’anaviy matn formati audio va video formatlardan farqli o’laroq, zamonaviy talabalar tomonidan etarli darajada samarali emas;<\/p>\n\n\n\n

    3. Yuqorida muhokama qilingan barcha boshqa formatlarni o\u2018zida mujassam etgan mobil ilova formatida darsliklar yaratish bo\u2018yicha so\u2018rov mavjud;<\/p>\n\n\n\n

    4. Shuningdek, pedagog kadrlarni ushbu zamonaviy formatdagi o\u2018quv materiallari bilan ishlash ko\u2018nikmalarini oshirish uchun qayta tayyorlash zarur;<\/p>\n\n\n\n

    5. Yangi turdagi darsliklarni yaratishda ushbu darsliklar dizaynini puxta va puxta o\u2018rganish muhim rol o\u2018ynaydi;<\/p>\n<\/div>\n\n\n\n

    Yuqorida keltirilgan barcha tavsiyalar, tadqiqot guruhining fikriga ko’ra, adabiyot faniga qiziqishning sezilarli darajada oshishiga olib kelishi mumkin, shuningdek, ushbu fan bo’yicha bilimlarni yaxshiroq o’zlashtirishga yordam beradi.<\/p>\n\n\n\n

    *Maqola onlayn tarjima xizmati yordamida tarjima qilingan, agar tarjimada xatolik topsangiz, izohlarda yozing<\/p>\n\n\n<\/div>","protected":false},"excerpt":{"rendered":"

    Biz maktab ta\u2019limini adabiyot darslaridan namunalar, umumta\u2019lim maktablari o\u2018quvchilari tomonidan xalq dostonlarini o\u2018rganishni davom ettiramiz. Avvalroq, tajriba so’rovi davomida biz talabalar va o’qituvchilarning fikr-mulohazalaridagi ba’zi tendentsiyalarni aniqlashga muvaffaq bo’ldik. Ushbu tadqiqotda biz namuna hajmini kengaytira oldik va natijalarni yanada mazmunli qildik.<\/p>\n","protected":false},"author":1,"featured_media":692,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[134,133,132,53,8,73,74,72,40,9,11,81,79,80],"translation":{"provider":"WPGlobus","version":"2.12.2","language":"en","enabled_languages":["ru","uz","en"],"languages":{"ru":{"title":true,"content":true,"excerpt":true},"uz":{"title":true,"content":true,"excerpt":true},"en":{"title":false,"content":false,"excerpt":false}}},"yoast_head":"\n- Socis.uz<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/socis.uz\/2022\/01\/05\/school_epics3_results\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" 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