Kadrlarni qayta tayyorlash va ularning malakasini

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малака иши D.Olimova

CONCLUSION
Project-based learning, or PBL, is an instructional approach that encourages
students to explore real-world problems and challenges. It is an engaging and
meaningful way for students to learn, allowing them to apply their knowledge in a
practical context. Project-based learning differs from traditional learning models in
several ways:
Curriculum: Traditional learning models typically follow a pre-determined
curriculum with specific content that students must learn. On the other hand, project-
based learning is driven by the project itself. The project is the vehicle through which
students learn the content, and the curriculum is tailored to the project.
Hands-on learning: In traditional learning models, students are often passive
learners, listening to lectures and completing worksheets. In project-based learning,
students are active learners, participating in hands-on activities that enable real-
world application.
Problem-based learning: In traditional models, the emphasis is on memorization and
knowledge reproduction. In contrast, project-based learning is based on solving real-
world problems, requires students to apply critical thinking skills, and develops
problem-solving ability.
Collaboration and teamwork: Traditional models tend to focus on individual
achievement, whereas project-based learning encourages cooperation and
teamwork. Students work together to complete a project, which teaches them how
to communicate effectively and work well with others.
Student-centered learning: Traditional models focus on the teacher as the primary
source of knowledge, whereas project-based learning is student-centered, allowing
students to take an active role in their education and develop a deeper understanding
of the material.
Assessment: Traditional models often rely on standardized tests, a one-size-fits-all
approach to assessing student learning. In project-based learning, assessment is
based on the project itself, with an emphasis on how well students have applied the
content to the project.

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Although project-based learning has numerous benefits for students, there are
certain limitations people face when incorporating this methodology in real-time.
On both the student and teacher’s end, sometimes it becomes challenging to get the
desired result from projects.
- problematic group dynamics
- less adaptability to active learning
- apathy
- low productivity
There are several dimensions of evaluation of the project works: self, peer, teacher
and audience evaluation.
Self-evaluation is an especially important piece of the summative evaluation because
it taps into higher level thinking and awareness of the material, process, and final
product. It makes students think about their successes, mistakes, and goals for the
next time.
Peer evaluation. Peer review is always a very important consideration for students,
they want rather meet their friends than adults. Correct assessment of students
contributes to a better collaboration process and increases student responsibility.
Audience evaluation. The research described that the student is much more
influenced by the comments of unknown (but knowledgeable) people than by the
evaluation of his teachers or classmates.
In conclusion, summative evaluation of project work and individuals is very
difficult to evaluate during teamwork. In addition, it would be important for all
students in the group to be equally involved in solving the problem. However, after
a while, roles in groups also form, and in many times, some student gets to the
periphery, so he /she does not get a task. To solve this, a possible idea is to evaluate
each teamwork at the end too, and the group together receive a total score to be
shared between them.

The project method is a personality-oriented learning aimed at developing a
student. In cooperation with the teacher and other students, the motivation for
learning is improved, the tension is relieved, the faith in one's success is

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increased, and thus, the results that can be obtained after applying this technology
are as follows:
- strong and deep assimilation of knowledge;
- a high level of students' independent work;
- a high level of scientific knowledge in students;
- the ability to work in a group, to conduct a group discussion;
- rallying the children's team;
- motivation of collective achievements.
Problems that can be solved using the project method:
- low level of active, independent work of students;
- overload of teachers and students.
Based on the foregoing, the following conclusions can be drawn:
1. At the center of the educational process is the student, his cognitive and creative
activities.
2. The role of the teacher in such an educational process is extremely responsible,
but it is different than with traditional teaching.
3. Pupils to a large extent take responsibility for the success of their educational
activities.
4. The main goal of such training is the development of students' intellectual
and creative abilities, so that the student is capable of self-realization, independent
thinking, and making important decisions for himself.

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