Oʻzbekcha
BOSHLANG‘ICH SINF O‘QUVCHILARIDA FAZOVIY TAFAKKURNI RIVOJLANTIRISHGA YO‘NALTIRILGAN TA’LIM TEXNOLOGIYALARI
Journal
Historical and Contemporary Trends in the Philosophy of Education: Education, Knowledge, and Methodologies
Issue
Ta'lim falsafasida tarixiylik va zamonaviylik tendensiyalari: ta'lim, bilim, metodlar
Abstract
Ushbu maqolada boshlang'ich sinf o'quvchilarida fazoviy tasavvurlarni shakllantirish jarayonining didaktik xususiyatlari va bosqichli mantiqiy modelining nazariy-amaliy asoslari yoritilgan. Tadqiqotda fazoviy tasavvurni shakllantirishning olti bosqichli didaktik modeli (idrok qilish, tasavvur hosil qilish, amaliy bajarish, aqliy qayta ishlash, nutqiy izohlash va mustaqil qo'llash) ishlab chiqilgan va uning samaradorligi asoslab berilgan. Didaktik jarayonning ta'limiy mazmuni, metodik qurilishi va o'quv topshiriqlarining izchilligi boshlang'ich sinf o'quvchilarining vizual-obrazli va fazoviy tafakkurini rivojlantirishdagi o'rni tahlil qilingan.
Keywords
amaliy faoliyat.
aqliy qayta ishlash
bosqichli model
fazoviy tasavvur
geometrik shakllar
idrok qilish
Русский
В данной статье освещены дидактические особенности процесса формирования пространственных представлений у учащихся начальных классов, а также теоретико-практические основы поэтапной логической модели. В исследовании разработана и обоснована эффективность шестиступенчатой дидактической модели формирования пространственных представлений, включающей восприятие, формирование представления, практическое выполнение, мысленную переработку, речевое объяснение и самостоятельное применение. Проанализирована роль содержания обучения, методической структуры дидактического процесса и последовательности учебных заданий в развитии наглядно-образного и пространственного мышления учащихся начальных классов.
восприятие
геометрические фигуры
дидактические особенности
мысленная переработка
поэтапная модель
практическая деятельность.
пространственное представление
English
This article examines the didactic characteristics of the process of developing spatial representations among primary school students, as well as the theoretical and practical foundations of a staged logical model. The study develops and substantiates the effectiveness of a six-stage didactic model for developing spatial representations, comprising perception, formation of representations, practical performance, mental processing, verbal explanation, and independent application. The role of educational content, the methodological structure of the didactic process, and the consistency of learning tasks in developing the visual-figurative and spatial thinking of primary school students is analyzed.
didactic characteristics
geometric shapes
mental processing
practical activity.
spatial representation
staged model
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