Oʻzbekcha
INFORMATIKA VA AXBOROT TEXNOLOGIYALARINI O‘QITISHDA RAQAMLI TA’LIM MUHITI VA INTERFAOL TEXNOLOGIYALARDAN FOYDALANISHNING METODIK MODELI
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
Maqolada informatika va axborot texnologiyalari fanini o‘qitish jarayonida raqamli texnologiyalardan foydalanishning nazariy asoslari va amaliy imkoniyatlari tahlil qilingan. TPACK, SAMR va DigCompEdu modellariga tayangan holda raqamli ta’lim muhitida informatika o‘qitishning to‘rt komponentli metodik modeli taklif etilgan. Fanning asosiy bo‘limlari uchun mos raqamli vositalar tizimlashtirilgan, “teskari sinf” texnologiyasi, virtual laboratoriyalar, onlayn dasturlash muhitlari va sun’iy intellekt yordamchilaridan foydalanish bo‘yicha amaliy tavsiyalar berilgan.
Keywords
SAMR modeli
TPACK
hisoblash tafakkuri
informatika o‘qitish metodikasi
raqamli kompetensiya.
raqamli ta’lim muhiti
raqamli transformatsiya
sun’iy intellekt
teskari sinf
virtual laboratoriya
Русский
В статье проанализированы теоретические основы и практические возможности использования цифровых технологий в процессе преподавания информатики и информационных технологий. На основе моделей TPACK, SAMR и DigCompEdu предложена четырёхкомпонентная методическая модель обучения информатике в цифровой образовательной среде. Систематизированы цифровые инструменты для основных разделов предмета, даны практические рекомендации по применению технологии «перевёрнутый класс», виртуальных лабораторий, онлайн-сред программирования и ассистентов на основе искусственного интеллекта.
TPACK
виртуальная лаборатория
вычислительное мышление
искусственный интеллект
методика преподавания информатики
модель SAMR
перевёрнутый класс
цифровая компетентность.
цифровая образовательная среда
цифровая трансформация
English
The article analyses the theoretical foundations and practical opportunities of using digital technologies in teaching computer science and information technologies. Drawing on the TPACK, SAMR and DigCompEdu frameworks, a four-component methodological model of teaching computer science in a digital learning environment is proposed. Digital tools for the main sections of the subject are systematised, and practical recommendations are given on applying the flipped classroom approach, virtual laboratories, online programming environments and artificial intelligence assistants.
SAMR model
TPACK
artificial intelligence
computational thinking
computer science teaching methodology
digital competence.
digital learning environment
digital transformation
flipped classroom
virtual laboratory
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