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2022, №1 “Pedagogik mahorat” Ilmiy-nazariy va metodik jurnal
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Bog'liq pedagogik mahorat 2022 1Xulosa. Ushbu maqolada onlayn ta’lim va uning boshqa ta’lim turlaridan farqi hamda jahon
tajribasida onlayn ta’limning kelib chiqish tarixi ilmiy tahlil etilib, onlayn ta’limni samarali tashkil etish
uchun ishlab chiqilgan ta’lim nazariyalari oʻrganildi. Xulosa oʻrnida shuni keltirib oʻtish lozimki, boshqa
nazariyalarni rad etgan holda faqatgina konnektivizm yoki tadqiqotlar hamjamiyati nazariyasiga asoslanib
onlayn oʻqitish yetarlicha samara bera olmasligi mumkin. Ya’ni konnektivizm yoki tadqiqotlar hamjamiyati
nazariyalari faktlarni yod olishda ishlatiladigan biheyviorizm yoki oʻrganilgan bilimlarni real hayotda
qoʻllashga undovchi konstruktivizm nazariyalari bilan birgalikda integrallashtirib ishlatilishi maqsadga
muvofiq samara bera oladi. Masalan, ingliz tilini OTM filologik yoʻnalishlaridagi talabalarga oʻqitish
chogʻida yuqorida keltirib oʻtganimizdek konnektivizm nazariyasiga asosan ogʻzaki nutqni rivojlantirish
uchun berilgan mavzuga mos ma’lumot topish bilan cheklanmasdan, biheyviorizm nazariyasi asosida mavzu
yuzasidan berilgan faktlarni yod olish hamda konstruktivizm nazariyasiga asoslanib oʻrganilgan yangi fraza
va leksik birliklarni va yangi topilgan ma’lumotlardan foydalangan holda talabaning boshqa bir talaba yoki
oʻqituvchi bilan muloqotga kirisha olishi bu haqiqiy bilimni egallanganligini koʻrsatadi deb hisoblaymiz.
Adabiyotlar
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7. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment:
Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
8. Goodyear, P. (2002). Teaching online. Sydney. DOI:10.1007/978-94-010-0593-7_5
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11. Ibraymov.A.E.
Umumta’limmaktabifizikaoʻqituvchilarimasofaviymalakaoshirishlariningilmiy-
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https://buxdu.uz
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