Ключевые слова
Аннотация
Maqolada pedagogik jarayonlarda multimedia taqdimotlarini qo‘lashning metodik tamovillari va pedagogik-psixologik asoslari tadqiq etilgan. R.Mayer multimedia ta’limi kognitiv nazariyasi (CTML), A.Paivio ikki kanalli kodlash nazariyasi, J.Sveller kognitiv yuk nazariyasi va P.Mishra, M.Koehler TPACK modeli asosida beshta metodik tamovil aniqlangan: kontentni loyihalash, kognitiv yuk boshqarish, vizual-interaktiv dizayn, pedagogik integratsiya va baholash-takomillashtirish. Psixologik asoslar L.S.Vigotskiy (yaqin rivojlanish zonasi), A.Bandura (o‘z-o‘zini samaradorlik) va J.Hetti (feedback d=0,73) nazariyalariga asoslanadi.
Buxoro viloyatidagi 5 ta ta’lim muassasasida 240 nafar o‘quvchi va talaba, 60 nafar o‘qituvchi ishtirokida o‘tkazilgan tajriba-sinov natijalari “Interaktiv multimedia – samarali ta’lim” modelining samaradorligini isbotlagan: ta’lim samaradorligi +32,8 foiz (Cohen d=1,14–1,48), interaktivlik +42,0 foiz, motivatsiya +36,2 foiz.
Библиографические ссылки
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Mayer R.E. Twelve Principles of Multimedia Learning // Cambridge Handbook of Multimedia Learning. – 2nd ed. – Cambridge: CUP, 2014. – P. 63–86.
Mishra P., Koehler M.J. Technological Pedagogical Content Knowledge (TPACK) // Teachers College Record. – 2006. – Vol. 108(6). – P. 1017–1054.
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Vygotsky L.S. Myshlenie i rech. – Moskva: Labirint, 1999. – 352 s.
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