Kadrlarni qayta tayyorlash va ularning malakasini

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малака иши D.Olimova

Constructive education.
Learning should be an active process, in which one can
gain knowledge from your experiences and interactions with your environment.
Students are encouraged to think about what they already know, and learn to
integrate new information with this prior knowledge. This helps to really understand
the subject matter, form well-founded opinions and acquire new knowledge, rather
than just learning things by rote. Students will notice that it is easier to remember
things this way.
Learning in a relevant context.
Students study relevant cases, which have meaning
in today’s society – whether these are simulations from professional practice,
debated topics within scientific communities, or other problems that require an
academic approach. Being confronted with such problems, students learn how to
tackle a wide variety of topics, as well as how to make the all-important transfer
from theory to practice.
Collaborative learning.
Students are encouraged to learn from and discuss with
others. By exchanging ideas with peers and providing one another with feedback,
they come to understand the subject matter much better. Learning is not an individual
process; it is something as a group share responsibility for.
Self-directed education.
The learning process is something students manage by
planning, monitoring and evaluating. The tutors and lecturers are there to assist, but
the students are the driving force. As the programme progresses students learn to
better direct own learning process in a motivating and effective way. They will find
that this enables to keep on learning for the rest of their life.
The basic features that legitimate PBL content should derive from the definition
above and fulfill the four main principles that PBL (a) comes from the needs and
interests of students; it enables them to fulfill their need to gain new experiences and

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be responsible for their work; (b) PBL comes from a concreate and actual situation
thus it is not restricted but even parents and others from student surrounding can be
involved; (c) PBL is interdisciplinary; (d) PBL is above all an enterprise of a student;
(e) the final product of PBL brings a concreate product and the process and result
should be recorded; (f) PBL is usually carried out in groups; (g) PBL connects
students with neighborhood since it supports school integration into broader society
and actual.

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