METAKOGNITIVLIK TUSHUNCHASI VA UNING TARKIBIY QISMLARI: (metakognitiv bilim, metakognitiv ko'nikmalar va metakognitiv tajriba)
Published
25.08.2026
Journal
Zamonaviy fan: innovatsion yondashuvlar va yosh tadqiqotchilarning dolzarb izlanishlari
Issue
Zamonaviy fan: innovatsion yondashuvlar va yosh tadqiqotchilarning dolzarb izlanishlari
Pages
360-364
Authors
Abstract
Mazkur maqolada metakognitivlik tushunchasining ilmiy-nazariy mohiyati va uning uch asosiy tarkibiy qismi - metakognitiv bilim, metakognitiv ko'nikmalar (tartibga solish) va metakognitiv tajriba - tahlil qilingan. Tadqiqot xorijiy psixologik-pedagogik adabiyotlarni tizimli tahlil qilish metodiga asoslangan holda amalga oshirilgan. J. Flavell, A. Braun, T. Nelson va L. Narens, G. Shro va D. Moshman, A. Shoenfeld, M. Veenman hamda I. Lebuda va M. Benedekning kreativ metakognitsiya (CMC) kontseptual modeli tahlil predmeti sifatida olingan. Tadqiqot natijasida metakognitivlikning uch komponentli tuzilishi asoslab berilgan va uning oliy ta'lim tizimida, xususan, talabalarning matematik ijodiy tafakkurini rivojlantirish jarayonida tutgan o'rni yoritilgan. Maqola oliy ta'lim muassasalarida matematika o'qitish metodikasi sohasidagi ilmiy-tadqiqot ishlari uchun nazariy asos bo'lib xizmat qilishi mumkin.
Keywords
ijodiy tafakkur
metakognitiv bilim
metakognitiv ko'nikmalar
metakognitiv tajriba
metakognitsiya
o'z-o'zini tartibga solish
oliy ta'lim
References
1. Flavell J.H. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry // American Psychologist. – 1979. – Vol. 34, No. 10. – P. 906-911.
2. Brown A.L. Metacognition, executive control, self-regulation, and other more mysterious mechanisms // Metacognition, Motivation, and Understanding / Ed. by F.E. Weinert, R.H. Kluwe. – Hillsdale, NJ: Lawrence Erlbaum Associates, 1987. – P. 65-116.
3. Nelson T.O., Narens L. Metamemory: A theoretical framework and new findings // Psychology of Learning and Motivation. – 1990. – Vol. 26. – P. 125-173.
4. Schraw G., Moshman D. Metacognitive theories // Educational Psychology Review. – 1995. – Vol. 7, No. 4. – P. 351-371.
5. Schraw G., Dennison R.S. Assessing metacognitive awareness // Contemporary Educational Psychology. – 1994. – Vol. 19, No. 4. – P. 460-475.
6. Schoenfeld A.H. Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics // Handbook of Research on Mathematics Teaching and Learning / Ed. by D. Grouws. – New York: Macmillan, 1992. – P. 334-370.
7. Polya G. How to Solve It: A New Aspect of Mathematical Method. – Princeton: Princeton University Press, 1945. – 253 p.
8. Veenman M.V.J., Van Hout-Wolters B.H.A.M., Afflerbach P. Metacognition and learning: Conceptual and methodological considerations // Metacognition and Learning. – 2006. – Vol. 1, No. 1. – P. 3-14.
9. Torrance E.P. Torrance Tests of Creative Thinking: Norms-technical manual. – Bensenville, IL: Scholastic Testing Service, 1974.
10. Lebuda I., Benedek M. A systematic framework of creative metacognition // Physics of Life Reviews. – 2023. – Vol. 46. – P. 161-181.