Oʻzbekcha
O‘QUVCHILARDA EMPIRIK BILIMLARNI NAZARIY UMUMLASHTIRISH KO‘NIKMALARINI SHAKLLANTIRISHNING PEDAGOGIK ASOSLARI
Journal
Ensuring Macroeconomic Stability and National Sustainable Development in the Context of the Green Economy: Problems and Solutions
Issue
Ensuring Macroeconomic Stability and National Sustainable Development in the Context of the Green Economy: Problems and Solutions
Abstract
Tezisda o‘quvchilarda empirik bilimlarni nazariy umumlashtirish ko‘nikmalarini shakllantirishning pedagogik asoslari tahlil qilinadi. Faktlarni taqqoslash, muhim munosabatlarni ajratish, modellashtirish va xulosani yangi vaziyatda tekshirishni birlashtiruvchi ishchi model taklif etiladi. Pedagogik yo‘naltirish va shakllantiruvchi baholashning vazifalari yoritilib, umumlashtirish ko‘nikmalarini baholash mezonlari belgilanadi.
Keywords
empirik bilim
nazariy umumlashtirish
muhim munosabat
modellashtirish
pedagogik yo‘naltirish
shakllantiruvchi baholash
Русский
В тезисах анализируются педагогические основы формирования у школьников умений теоретически обобщать эмпирические знания. Предлагается рабочая модель, объединяющая сопоставление фактов, выделение существенных отношений, моделирование и проверку вывода в новой ситуации. Раскрываются функции педагогического сопровождения и формирующего оценивания, определяются критерии оценки умений обобщения. Отмечается необходимость экспериментальной проверки результативности модели.
эмпирическое знание
теоретическое обобщение
существенное отношение
моделирование
педагогическое сопровождение
формирующее оценивание
English
This paper examines the pedagogical foundations for developing school students’ ability to form theoretical generalizations from empirical knowledge. A working model is proposed that integrates the comparison of facts, identification of essential relationships, modelling, and testing of conclusions in new contexts. The roles of instructional guidance and formative assessment are discussed, and criteria for assessing generalization skills are proposed. The need for empirical evaluation of the model is highlighted
empirical knowledge
theoretical generalization
essential relationship
modelling
instructional guidance
formative assessment
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