Oʻzbekcha
“DESIGN THINKING TEXNOLOGIYASI ASOSIDA YOZUV KOMPETENSIYASINI RIVOJLANTIRISHDA O‘ZARO FIKR-MULOHAZA (PEER FEEDBACK)NING O‘RNI”
Journal
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Issue
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Abstract
Mazkur tadqiqot Design Thinking texnologiyasi asosida yozuv kompetensiyasini rivojlantirishda o‘zaro fikr-mulohaza (peer feedback)ning o‘rnini nazariy va metodik jihatdan asoslashga bag‘ishlangan. Ishda yozuv kompetensiyasining ko‘p komponentli tabiati va jarayonga yo‘naltirilgan yondashuv yoritilib, Design Thinkingning besh bosqichli modeli (empatiya, muammoni aniqlash, g‘oyalar generatsiyasi, prototip, sinov) matn yaratish jarayoni bilan uyg‘unlashtiriladi. O‘zaro fikr-mulohazaning ijtimoiy-konstruktivistik nazariy negizi tahlil qilinib, uning yozuv sifati, o‘quvchi avtonomligi va metakognitiv ko‘nikmalarni rivojlantirishdagi o‘rni ochib beriladi. Xorijiy Flower & Hayes, Hyland, Vygotsky, Brown va milliy J. Jalolov, G‘. Makhkamova olimlarning qarashlari uyg‘unlashtirilgan holda Design Thinking va peer feedback integratsiyasining yaxlit metodik modeli taklif etiladi.
Keywords
ijtimoiy konstruktivizm
jarayonga yo‘naltirilgan yondashuv
kommunikativ kompetensiya
metakognitiv ko‘nikmalar
o‘zaro fikr-mulohaza (peer feedback)
yozuv kompetensiyasi
Русский
Настоящее исследование посвящено теоретическому и методическому обоснованию роли взаимной обратной связи (peer feedback) в развитии письменной компетенции на основе технологии Design Thinking. В работе раскрывается многокомпонентная природа письменной компетенции и процессно-ориентированный подход к обучению письму, а пятиэтапная модель Design Thinking (эмпатия, определение проблемы, генерация идей, прототип, тестирование) соотносится с процессом создания текста. Анализируется социально-конструктивистская основа взаимной обратной связи и её роль в повышении качества письма, автономии обучающихся и метакогнитивных умений. На основе синтеза взглядов зарубежных Flower & Hayes, Hyland, Vygotsky, Brown и отечественных Ж. Жалолов, Г. Махкамова учёных предлагается целостная методическая модель интеграции Design Thinking и peer feedback.
Design Thinking
взаимная обратная связь (peer feedback)
итеративная модель.
коммуникативная компетенция
метакогнитивные умения
письменная компетенция
процессно-ориентированный подход
социальный конструктивизм
English
The present research is devoted to the theoretical and methodological substantiation of the role of peer feedback in developing writing competence based on Design Thinking technology. The study elaborates the multi-componential nature of writing competence and the process-oriented approach to teaching writing, and aligns the five-stage Design Thinking model that (empathize, define, ideate, prototype, test) with the text-creation process. It analyses the social-constructivist foundations of peer feedback and reveals its role in enhancing writing quality, learner autonomy and metacognitive skills. By synthesising the views of international Flower & Hayes, Hyland, Vygotsky, Brown and national J. Jalolov, G. Makhkamova scholars, the paper proposes an integrated methodological model combining Design Thinking and peer feedback.
Design Thinking
communicative competence
iterative model.
metacognitive skills
peer feedback
process-oriented approach
social constructivism
writing competence
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