O‘QUVCHILARNING BILIMLARINI BARQAROR O‘ZLASHTIRISHINI TA’MINLASHDA DIDAKTIK OMILLARNING INTEGRATIV TA’SIRI

Valixonova Nigora Abdukaxxarovna; Tursunova Feruza Jasurbek qizi

doi:10.5281/zenodo.24185034

14.11.2026

Oʻzbekcha

O‘QUVCHILARNING BILIMLARINI BARQAROR O‘ZLASHTIRISHINI TA’MINLASHDA DIDAKTIK OMILLARNING INTEGRATIV TA’SIRI

Published

14.11.2026

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

Pages

255-258

DOI

10.5281/zenodo.24185034

Authors

Valixonova Nigora Abdukaxxarovna , Tursunova Feruza Jasurbek qizi

Abstract

Mazkur tezisda o‘quvchilarning bilimlarini barqaror o‘zlashtirishini ta’minlashga ta’sir etuvchi didaktik omillarning o‘zaro aloqadorligi nazariy jihatdan tahlil qilinadi. Bilimlarni barqaror o‘zlashtirish o‘quv mazmunini anglash, uni uzoq muddat xotirada saqlash hamda tegishli vaziyatlarda mustaqil qo‘llash jarayonlarining yaxlitligi sifatida talqin etiladi

Keywords

bilimlarni barqaror o‘zlashtirish didaktik omillar integrativ yondashuv o‘quv jarayoni faol o‘rganish xotiradan qayta tiklash taqsimlangan takrorlash qayta aloqa ta’lim samaradorligi

Other language versions

Русский

В тезисе теоретически анализируется взаимосвязь дидактических факторов, влияющих на прочное усвоение знаний учащимися. Прочное усвоение знаний рассматривается как целостный процесс, включающий осмысление учебного содержания, его долговременное сохранение в памяти и самостоятельное применение в соответствующих ситуациях

прочное усвоение знаний дидактические факторы интегративный подход учебный процесс активное обучение воспроизведение из памяти распределённое повторение обратная связь эффективность обучения

English

This thesis theoretically examines the interrelationship of didactic factors influencing students’ long-term retention of knowledge. Sustainable knowledge acquisition is interpreted as an integrated process involving the comprehension of learning content, its long-term retention, and its independent application in relevant situations

long-term knowledge retention didactic factors integrative approach learning process active learning retrieval practice spaced practice feedback learning effectiveness

References

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